Search Results (56)

Problem: Entrepreneurship education continues to expand, yet it remains fragmented across disciplines and loosely connected to the knowledge, innovation, and venture ecosystems that shape entrepreneurial success. At the same time, AI is transforming research, collaboration, and venture development, but its use in education is typically limited to narrow, task-specific applications rather than ecosystem-level integration. Objective: This paper seeks to develop a comprehensive conceptual model for integrating AI into entrepreneurship education by positioning AI as a connective infrastructure that links and activates the knowledge, innovation, and venture ecosystems. Methods: The model is derived through an integrative synthesis of literature, programs, and activities on entrepreneurship education, ecosystem-based learning, and AI-enabled research and innovation practices, combined with an analysis of gaps in current educational approaches. Key Findings: The proposed model defines a progressive learning pathway consisting of (1) AI competency training that builds foundational capacities in critical judgment, responsible application, and creative adaptation; (2) AI praxis labs that use AI-curated ecosystem data to support iterative, project-based learning; and (3) venture studios where students scale outputs into innovations and ventures through structured ecosystem engagement. This pathway demonstrates how AI can function as a structural mediator of problem definition, research design, experimentation, analysis, and narrative translation. Contributions: This paper reframes entrepreneurship education as an iterative, inclusive, and ecosystem-connected process enabled by AI infrastructure. It offers a new theoretical lens for understanding AI’s educational role and provides actionable implications for curriculum design, institutional readiness, and policy development while identifying avenues for future research on competency development and ecosystem impacts. Full article

This paper explores interdisciplinary, human-centered entrepreneurship education that builds entrepreneurial self-efficacy and transformative learning among students. Grounded in Bandura’s social cognitive theory and Mezirow’s transformative learning theory, our study examines a co-curricular entrepreneurship pedagogy embedded within a National Science Foundation project. Using qualitative data from reflections, interviews, and observations, the study identifies stakeholder engagement, community-based design, and self-reflection as activities that support sustainable perspective shifts. The findings show that interdisciplinary, real-world challenges function as disorienting dilemmas that promote empathy and critical thinking. The study offers a replicable instructional model that integrates coursework, applied projects, practice-based engagement, and institutional support. This model demonstrates that entrepreneurship education can be designed to support both “can do” and “will become” student habits of the mind. Full article

Background/Objectives: Despite its benefits for both nurses and patients, entrepreneurship among nurses remains uncommon. Specifically, impact entrepreneurship has rarely been applied in nursing. Impact entrepreneurship promotes solutions to health, social, and environmental challenges using business models committed to measurable social impact and return on investment. Beginning in 2020, an impact entrepreneurship course was introduced as a mandatory component of the master’s and nurse practitioner programs in geriatrics and palliative care at an Israeli college. This article examines the perceptions of the nurses who completed the course and explores how the course affected them and their professional practice. Methods: This mixed-methods study employed a convergent design and included self-administered questionnaires sent to all graduates of two cohorts, along with a qualitative thematic analysis of students’ reflective essays written during the course. Results: Students reported that the course empowered them to be innovators and contributed to their professional and personal development. They also explained that studying impact entrepreneurship could increase their earning potential and enable them to make a substantial difference for patients. Throughout the course, participants shifted their view of entrepreneurship and realized that, given nurses’ closeness with patients, they can and should be entrepreneurs. Before the course, students were reluctant to engage in entrepreneurship; afterward, students demonstrated marked interest in pursuing entrepreneurial pathways. Conclusions: Exposure to impact entrepreneurship can help nurses identify and implement creative and cost-effective solutions to workplace challenges. The professional characteristics of nurses position them as potential leaders of impact entrepreneurship in healthcare. Educational institutions worldwide should incorporate the subject of impact entrepreneurship into curricula and practice to realize that potential. Full article

This study examines how policy incentives enhance students’ entrepreneurial mindset and agility through industry–academia collaboration. Unlike prior research that often adopts institutional or industry perspectives, this paper foregrounds the experiences of students as the primary beneficiaries of entrepreneurship education policies. Drawing on survey data from 528 students across Taiwan and Malaysia, the study tests a comprehensive conceptual framework incorporating professional engagement, curriculum design, and skill development as mediating mechanisms. Using structural equation modeling, the findings show that policy incentives exert strong direct and indirect effects on entrepreneurial outcomes, although some mediating pathways are contingent on the quality of engagement. By positioning student perspectives at the center of analysis, this study contributes to understanding how policy support translates into experiential learning and entrepreneurial agility. Implications are drawn for educators, policymakers, and students, with suggestions for refining collaboration structures and fostering student-centered entrepreneurship ecosystems. Full article

Digital transformation (DT) is rapidly reshaping education at multiple levels, including curriculum, instructional practices, and institutional culture. Within this context, entrepreneurship education has become a key field for preparing individuals to navigate uncertainty and generate social and economic value in a digital society. Entrepreneurial competencies are increasingly conceptualized as a multidimensional construct that encompasses creativity, problem-solving, critical thinking, collaboration, and digital literacy. This study aims to identify core entrepreneurial competencies relevant to the digital era and examine how technology-integrated instructional strategies contribute to their development. A systematic literature review was conducted in accordance with PRISMA 2020 guidelines, analyzing 72 peer-reviewed journal articles published between January 2021 and June 2025. The findings indicate that DT drives structural changes in education beyond tool adoption, with technologies such as artificial intelligence (AI), data analytics, and digital collaboration platforms serving as catalysts for innovative thinking and entrepreneurial behavior. These technologies are not merely supportive tools but are embedded in competency-based learning processes. This review provides a comprehensive competency framework integrating three domains, AI-collaborative pedagogy validation, and implementation strategies, enabling educators, curriculum developers, and policymakers to redesign entrepreneurship education that aligns with the realities of digital learning environments and fosters future-ready entrepreneurial capabilities. This conceptual framework theoretically systematizes the integration of innovative thinking and ethical execution capabilities required in the digital era, contributing to defining the future direction of entrepreneurship education. Full article

Digital Entrepreneurial Capability (DEC) is the integrated and learnable capacity that equips individuals, or founding teams, to sense, evaluate, and exploit entrepreneurial opportunities within digitally intermediated, platform-centric markets. The construct synthesises four interlocking elements. First, it requires technical dexterity: mastery of data engineering, AI-driven analytics, low-code development, cloud orchestration, and cybersecurity safeguards. Second, it draws on accumulated human capital—formal education, sector experience, and tacit managerial know-how that ground vision in operational reality. Third, DEC hinges on an opportunity-seeking mindset characterised by cognitive alertness, creative problem framing, a high need for achievement, and autonomous motivation. Finally, it depends on calculated risk tolerance, encompassing the ability to price and mitigate economic, technical, algorithmic, and competitive uncertainties endemic to platform economies. When these pillars operate synergistically, entrepreneurs translate digital affordances into scalable, resilient business models; when one pillar is weak, capability bottlenecks arise and ventures falter. Because each pillar can be intentionally developed through education, deliberate practice, and ecosystem support, DEC serves as a practical roadmap for stakeholders. It now informs scholarship across entrepreneurship, information systems, innovation management, and public-policy disciplines, and guides interventions ranging from curriculum design and accelerator programming to due-diligence heuristics and national digital literacy initiatives. Full article

Millions of young Africans earn a variety of qualifications annually, yet the majority return without prospects for employment. This challenge has become a catalyst for inequality, poverty, crime involvement, and international migration. Empirical discourse points to education—such as a pedagogy that is chiefly theory-oriented rather than aligned with a knowledge economy, mismatched skills, and irrelevant qualifications—as constraints that contribute to the unemployment of the continent’s vibrant young graduates. Amidst this surging issue, the call for transformation in higher learning has never been clearer. Focusing on rural landscapes, this case study analysed the contextual employability potential of graduates pursuing an entrepreneurial university trajectory in Africa, illustrating why the paradigm should be implemented. The findings, based on qualitative data collected using a semi-structured questionnaire through one-on-one and remote approaches from stakeholders in universities across five African countries, highlight three dimensions central to this pathway. These include (1) curriculum alignment to advance cutting-edge qualifications and skill development that resonate with industrial demand and local economic priorities; (2) stakeholder embeddings in which universities strive to partner with local organisations and established alumni to provide mentorship, job leads, and referrals; and (3) innovation hubs that offer a variety of entrepreneurial support, real-world experience, and Indigenous entrepreneurship practices, leading to unique new ventures and employment opportunities. Implementing this strategy will enable rural-based universities in Africa to innovate in promoting graduate employability, socioeconomic advancements, and sustainable development, ultimately shaping a brighter future for the continent. Further studies could test the assumptions for broader application using statistical analysis. Full article

This study investigates the entrepreneurial intentions of Saudi female students, focusing on the underexplored role of accounting knowledge within the Theory of Planned Behavior (TPB) framework, to support Saudi Arabia’s Vision 2030 goals of gender-inclusive economic diversification. Using a qualitative multiple-case study design, the research analyzes interviews with 45 female business students and an in-depth case study of a graduate entrepreneur to examine how entrepreneurial attitudes, subjective norms, and perceived behavioral control (PBC)—particularly through accounting education and institutional support—shape entrepreneurial intentions. The results reveal that PBC dominates entrepreneurial intentions (80% of thematic prevalence), being heavily influenced by accounting literacy (18%) and entrepreneurship education (58%). While subjective norms show positive shifts due to socio-institutional reforms, accounting knowledge emerges as a critical yet underutilized cognitive factor in enhancing financial decision-making capabilities. This study contributes to the sustainable entrepreneurship literature by uniquely integrating accounting competencies into the TPB model as a key enabler of PBC, offering a context-sensitive framework for women’s entrepreneurship in transitional economies. The research provides practical insights for policymakers and educators to bridge the intention–behavior gap through curriculum development, ecosystem support, and gender-inclusive policy reforms. Full article

Teacher entrepreneurship is a fundamental aspect of today’s education. Entrepreneurial Competence (EC), as established in Organic Law 3/2020, which amends Organic Law 2/2006, on Education, and reinforced by Law 14/2013, on Support for Entrepreneurs and Their Internationalization, is key to preparing students for the challenges of the 21st century. This study follows a quantitative observational design, with data collected through a questionnaire administered to over 600 education professionals, structured into three blocks and fourteen dimensions. The research is divided into three parts, corresponding to the three blocks of the questionnaire. This article focuses on the first block, which aims to evaluate teachers’ assessment of EC and to analyse their perception of the most accessible and effective options for adequately developing this competence in educational centres. Results show that all participant groups generally rated EC highly, but perceptions differ based on gender, age, and training. Teachers with EC training express greater confidence, while those without training report more challenges. School leaders rate EC more favourably, likely due to their involvement in institutional policies. The main obstacles identified are insufficient teacher training and inadequate resources. The study emphasises the importance of enhancing teacher training and adopting active methodologies to integrate entrepreneurship into education. It also underscores practical implications for educational policy, emphasising curriculum reforms, resource allocation, and stronger school–business collaboration to foster an entrepreneurial mindset. Full article

This qualitative study explores the complex landscape of entrepreneurship education by focusing on lecturer competency, entrepreneurship curriculum, and pedagogy. This study addresses critical gaps in the current literature by investigating key questions: ideal instructional approaches for entrepreneurship, essential components of the curriculum, providers of entrepreneurial knowledge, and overarching strategies to foster entrepreneurship in higher education. Employing the Gioia methodology, this research adopted a qualitative inductive approach by collecting data from 14 participants actively engaged in entrepreneurship education and development across various South African universities. The findings highlight the diverse perspectives of academics and underscore the importance of collaborative and interactive teaching methods in preparing students for entrepreneurial challenges. This research contributes valuable insights to inform policy and practice in enhancing entrepreneurship education within South African higher education institutions (HEIs). Full article

The Fourth Industrial Revolution (Industry 4.0) has profoundly transformed industries worldwide through the integration of advanced digital technologies, including artificial intelligence, digital twins, building information modeling (BIM), and the Internet of Things (IoT). The Architecture, Construction, and Engineering (ACE) sectors are increasingly adopting these innovations to meet the evolving demands of the global market. Within this dynamic context, Saudi Arabia has emerged as a front-runner and significant investor in this sector, as evidenced by the launch of ambitious mega-projects such as NEOM and The Line. These developments prompt valuable discussions about the readiness of graduates to adapt to rapid technological advancements and meet the current demands of the Saudi market. Although numerous studies have explored this issue, the Saudi context presents unique challenges and opportunities due to the accelerated pace of change within the ACE sectors, driven by the goals of Vision 2030. For this reason, this paper aims to address this gap by exploring the readiness of architectural programs in the context of Saudi Arabia to meet the demands of Industry 4.0. To achieve this, a comprehensive literature review was conducted, developing an analytical framework. Subsequently, a multiple-cases approach was employed, with an overall top-level discussion on the undergraduate architecture program subjects available in the five regions in Saudi Arabia. A combination of field observations, domain expertise, and evidence-based coding methods was employed to develop the SWOT analysis. The SWOT framework was utilized to identify key strengths, weaknesses, opportunities, and threats within the current academic programs. The findings were then analyzed in a comprehensive discussion, highlighting necessary transformations in existing programs. The methodology employed in our study involves prolonged engagement and persistent observation to enhance the quality and credibility of the discussion. This paper serves as a roadmap for guiding future educational reforms and aligning architectural education with emerging industry demands and technological advancements in the field. Four key themes are essential for aligning architectural education with Industry 4.0: sustainability in the built environment, innovation and creativity, digital applications in the built environment, and entrepreneurship and leadership in venture engineering. It also strongly emphasized sustainability courses and noted notable deficiencies in preparing students for a digitally driven professional landscape. For example, the average program comprises 162 credit hours and 58 courses, with only six related to Industry 4.0. The top five institutions offering Industry 4.0 courses ranked from highest to lowest are ARCH-U11, ARCH-U8, ARCH-U3, ARCH-U4, and ARCH-U15. ARCH-U11 offers the most Industry 4.0 courses, totaling 15, which account for 26.8% of its courses and 15% of its credit hours, in contrast to ARCH-U20, which offers no courses. The novelty of this research lies in its comprehensive analysis of the readiness of architecture program curricula from 20 Saudi universities to meet the requirements of Industry 4.0. Importantly, these findings support previous studies that established guidelines that mandate the inclusion of sustainability, innovation, and digital skills in architectural education programs. Contribution to the knowledge and findings is valuable for educational institutions, policymakers, and industry leaders, offering insights into evolving architectural education to meet future industry demands and foster technological innovation and sustainable development. Moreover, it provides actionable recommendations for curriculum development in alignment with Vision 2030. Contrary to expectations, findings show that lower-ranked universities offer more Industry 4.0-related courses than higher-ranked ones, emphasizing the need to align university evaluation standards with labor market demands. Full article

This study comprehensively analyzes the alignment of the Technique and Technology curriculum for grades 5–8 in Serbia’s primary education system with key competencies for lifelong learning, following the 2018 Council of the European Union Recommendation. Using a mixed-method approach, specifically a convergent design as outlined by Creswell, this study combines qualitative content analysis with descriptive statistics to assess the distribution of competencies across grades. The integration of qualitative and quantitative data provides a more comprehensive understanding of the curriculum’s alignment with key competencies. Findings reveal an imbalance between theoretical and practical outcomes, particularly in digital literacy, where practical skills are prioritized over theoretical understanding. Similarly, entrepreneurial modules lack activities promoting critical thinking and initiative. The curriculum emphasizes practical skills but needs to improve its theoretical framework, especially in programming and entrepreneurial finance. It also lacks activities that develop positive attitudes, such as innovation and teamwork, which are crucial for lifelong learning. Recommendations include increasing practical Science, Technology, and Engineering (STE) projects, enhancing theoretical content in digital and entrepreneurial modules, and fostering activities that build positive attitudes. Further research is needed to track students’ attitudes towards technology and entrepreneurship across grades and to assess the impact of continuous professional development for educators on effectively integrating these competencies. Full article

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development. Full article

Despite the growing interest in entrepreneurship education and its impact on entrepreneurial intention, there is limited research on why students’ entrepreneurial intentions change over time. It has been observed that university students’ intentions to pursue entrepreneurship are higher when they enroll in entrepreneurship courses; however, these intentions usually shift both before and after the completion of the entrepreneurship course. This study investigates the shift in entrepreneurial intention among university students. Utilizing a mixed-method approach, this study combines the qualitative research tools of interviews and diaries to explore the evolution of students’ entrepreneurial intentions. The research sample consisted of undergraduate university students of a Greek university who had attended an entrepreneurship and innovation course as part of their first-year curriculum in the academic year 2020–2021. The study utilized 163 structured interviews and complementary diary research on 96 students from the same cohort in the academic year 2023–2024. NVivo12 software (32 bits version) was used to analyze the primary data. The findings highlight notable changes in students’ entrepreneurial intentions as a result of a variety of factors, including the allure of the entrepreneurial idea, cohesiveness of the teams, teaching strategies employed, support provided by the university and their families, and certain personality traits. These findings provide valuable insights for educators and policymakers to better support and sustain entrepreneurial intentions among students, while also further expanding the understanding of the strategy development needs of entrepreneurship counseling and education, as very limited research has been conducted on this issue. Full article

This research leverages insights from both social cognitive theory (SCT) and stimulus-organism-response theory (S-O-R) to investigate how digital entrepreneurship education (DEE) influences undergraduate students’ digital entrepreneurial alertness (DEA), motivation (DEM), and intentions (DEI). The main objective of the study was to examine whether individual levels of DEA and DEM independently and sequentially mediate the relationship between DEE and DEI. To collect the data, convenience sampling was utilized, involving 221 students from a single public university in Saudi Arabia, and a theoretical model was examined utilizing structural equation modelling (SEM) techniques in SPSS AMOS (Version 27). The results found that DEE had a significant positive impact on students’ DEIs, DEA had a significant positive impact on students’ DEI, and DEM had a significant positive impact on students’ DEI. Moreover, the results of the serial mediation analysis indicated that DEA and DEM served as independent and sequential mediators in the relationship between DEE and DEI. These findings provide further insight into the association between DEE and DEI, offering valuable implications for both entrepreneurship education curriculum developers and government policymakers. This study adds substantial contributions to the existing literature on entrepreneurship education and DEI. Full article