This research examines how government actions, public involvement, and engagement in English learning affect the entrepreneurial intentions of college students majoring in English within the Chinese higher education system. Using a sequential explanatory mixed-methods approach, it integrates structural equation modeling (SEM) with thematic analysis to reveal statistical trends and contextual subtleties. The study analyzes survey data from 532 students, employing refined construct scores from exploratory factor analysis, alongside follow-up interviews with 18 students for deeper insights. Interestingly, the quantitative results showed no significant direct effects from government policy, public participation, or English learning on entrepreneurial intentions, contrary to expectations. Additionally, the mediation analysis indicated a lack of indirect effects from English learning engagement. In contrast, qualitative findings revealed that students actively pursue entrepreneurial goals, particularly in digital, bilingual, and transnational sectors, while viewing institutional policies as misaligned with their identity and innovation potential. Moreover, peer networks and informal learning environments were highlighted as key factors fostering entrepreneurial thinking. This study enhances the discussion of entrepreneurship in non-STEM fields by highlighting disciplinary fit, student agency, and social context. It supports a shift from broad policy interventions to identity-centered innovation ecosystems that recognize the entrepreneurial capabilities of language and humanities students. The study also examines implications for policy, curriculum design, and institutional structures.