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The impact of an entrepreneurial potential training program on the development of business skills of 1,036 school-age students from 8 Spanish autonomous communities is evaluated and differences are analyzed based on sociodemographic variables. Nonparametric statistics are used with a control group and an experimental group. The results indicate the positive correlation between the attitudes shown by the students and the entrepreneurial skills they acquire without differences by gender, with the impact being greater in the experimental group. It is necessary to strengthen the acquisition of these skills that promote entrepreneurial identity and intention. [ABSTRACT FROM AUTHOR]

Incorporating entrepreneurship into education is an alternative solution to improve the quality of school graduates. This study aims to deeply analyze some of the components of entrepreneurship core competency and curriculum integrated with several local cultural advantages and local products. The method used to analyze in depth the components was the structural equation model (SEM). The total sample was 180 respondents, with the details being Indonesian public and private high school teachers, curriculum experts, and professional entrepreneurs from Kitakyushu University, Japan and IAIN Syekh Nurjati, Indonesia. The results show that the entrepreneurial core competencies are significantly related to a curriculum integrated with local culture and products. Path analysis shows that each indicator of entrepreneurial core competence and integrated curriculum with cultural advantages and local products are interrelated and significantly influence each other. Entrepreneurship education is relevant for creating graduates with additional abilities. Curriculum integration of the advantages of local culture and products can also foster students' love for local culture and products as a national identity. The research contributes to providing information and recommendations to teachers and schools about the importance of entrepreneurship core competencies. Besides that, it proves that entrepreneurship learning for high school students is more accessible through the local culture and product approaches. [ABSTRACT FROM AUTHOR]

A number of empirical studies have underscored the significance of entrepreneurial orientation in understanding the dynamic business environment driven by entrepreneurial actions. However, the notion of individual entrepreneurial orientation (IEO) has received less attention in scholarly literature. It's widely acknowledged that entrepreneurial education (EE) makes a substantial contribution to a country's economy. It's believed that EE can empower individuals and thus play a crucial role in addressing various societal challenges faced by countries globally. Nonetheless, the influence of EE on the IEO of university students, and whether it effectively guides them towards an entrepreneurial career, hasn't been thoroughly examined. This study aimed to explore the influence of EE on the IEO of university students. This study focuses on two distinct economies—a developing one (South Africa) and a developed one (Scotland), the latter being recognized for its high-quality EE and a high proportion of individuals opting for entrepreneurial careers. A quantitative research approach was followed making use of an adapted questionnaire, which was analysed with SPSS and EQS 6.4 using descriptive statistics, reliability analysis, exploratory factor analysis, multivariate analysis of variance and path model analysis. A total of 2841 questionnaires were distributed online, yielding 575 valid responses. Findings indicate that EE significantly influences the IEO of university students in South Africa, but to a lesser extent in Scotland. The study expands the existing body of knowledge on IEO of university students. In addition, it provides insight for policymakers in the respective countries. [ABSTRACT FROM AUTHOR]

The study analyzes and investigates the factors that impact women's entrepreneurial success, focusing on Entrepreneurial Education (EE) and Access to Capital (AC) as independent variables, while Access to Network (AN) as a mediating factor, and Government Support (GS) as a moderator and Women Entrepreneurial Success (WES), is the dependent variable. Moreover, this study employs a structured questionnaire and a survey of 200 entrepreneurs to test assumptions concerning women entrepreneurs in Balochistan. We followed Ethical guidelines to protect participant anonymity and information confidentiality. Furthermore, the study used a cross-sectional technique and 1-5 scale to investigate significant and relevant factors, with an epistemology-positivism philosophical approach and an explanatory focus. It remains our utmost priority to eschew any sort of irrelevant material. The survey instrument's pilot testing ensures data validity and reliability, paving a smooth way for understand women's business success in Balochistan. These parameters exhibited strong internal consistency and subtle relationships. While EE exhibited a statistically insignificant correlation with WES. AC, AN and GS were identified as major predictors. Mediation and moderation analyses revealed AN's complicated roles. The ramifications include tremendous and extensive support networks for women entrepreneurs. The study focuses on a conducive environment that enhances and unlocks the potential capabilities of women to play their part in economic sector. Our findings may be valuable and lead to a constructive and productive path for women entrepreneurs who aspire for a profound positive social effect on society by participating in the economic domain and achieve success in their commercial careers. [ABSTRACT FROM AUTHOR]

Abstract A number of empirical studies have underscored the significance of entrepreneurial orientation in understanding the dynamic business environment driven by entrepreneurial actions. However, the notion of individual entrepreneurial orientation (IEO) has received less attention in scholarly literature. It’s widely acknowledged that entrepreneurial education (EE) makes a substantial contribution to a country’s economy. It’s believed that EE can empower individuals and thus play a crucial role in addressing various societal challenges faced by countries globally. Nonetheless, the influence of EE on the IEO of university students, and whether it effectively guides them towards an entrepreneurial career, hasn’t been thoroughly examined. This study aimed to explore the influence of EE on the IEO of university students. This study focuses on two distinct economies—a developing one (South Africa) and a developed one (Scotland), the latter being recognized for its high-quality EE and a high proportion of individuals opting for entrepreneurial careers. A quantitative research approach was followed making use of an adapted questionnaire, which was analysed with SPSS and EQS 6.4 using descriptive statistics, reliability analysis, exploratory factor analysis, multivariate analysis of variance and path model analysis. A total of 2841 questionnaires were distributed online, yielding 575 valid responses. Findings indicate that EE significantly influences the IEO of university students in South Africa, but to a lesser extent in Scotland. The study expands the existing body of knowledge on IEO of university students. In addition, it provides insight for policymakers in the respective countries.

The purpose of this research is to examine how entrepreneurial self-efficacy functions as a mediator in the relationship between green entrepreneurial intention and entrepreneurship education. This research used a survey method with a quantitative approach. A proportionate stratified random sampling method was utilized to calculate the sample for this study, resulting in 305 respondents from various undergraduate programs at Universitas Sebelas Maret and Universitas Negeri Semarang. This study uses data collection techniques using a closed questionnaire in the form of a Likert scale with five alternative answers. IBM SPSS Statistic 26 software was utilized in this work as a statistical analysis tool to examine the mediation effect using route analysis. The study's findings suggest that students' intentions to pursue green entrepreneurship can be influenced by entrepreneurship education, with entrepreneurial self-efficacy acting as a mediator. In order to boost students' entrepreneurial ambitions, university policymakers must incorporate entrepreneurship instruction within the curriculum. Universities should include material on green entrepreneurship in their programs to prepare students to face environmental challenges through business. In addition, it is important to develop training programs that focus on increasing confidence in entrepreneurship, such as through business simulation and mentoring. Policymakers also need to support entrepreneurship education programs that promote sustainable business by providing financial support and supportive policies.

As old as the world, the low number of businesses run by women is still a subject that raises many discussions and research. The present work is a short study of how women still in the period of higher education look at the financial risks involved in financing and supporting the business. Using the method of graphic representation and visualization of data evolution for analysis, the authors aim to determine the relationship of influence between the importance of these risks and women's intention to start a business. The data were recorded following the application of a survey between February-March 2023 on a sample of 264 women. Differences were determined between how financial risks are viewed by urban and rural women, and by married versus unmarried women. A conclusion is that urban women consider education a must, while for rural women it is not a necessity in running a business.

Abstract The advent of Industry 4.0 presents a spectrum of challenges for entrepreneurs in India, demanding specific skills and resources. Within this transformative landscape, engineering disciplines assume a pivotal role in navigating the complexities of the new industrial revolution yet pose challenges in instilling entrepreneurial skills. While universities are recognised for fostering entrepreneurial skills, a gap persists in comprehending students’ intentions to pursue entrepreneurship after completing their studies, especially within technical education systems. This emphasises the necessity for a comprehensive examination of variations in entrepreneurial orientation among diverse engineering disciplines. The study employed cross-sectional research and surveyed 370 final-year engineering students from leading engineering colleges in Karnataka, India. The data analysis included Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM). The findings demonstrate a significant propensity for entrepreneurship among engineering students, highlighting attributes such as innovativeness, risk-taking, and proactiveness. However, contrary to expectations, the study does not discern distinct entrepreneurial orientations across different engineering disciplines. Importantly, it unveils that college education has minimal influence on students’ entrepreneurial intentions.

This article explores the multifaceted concept of entrepreneurial intention within the context of entrepreneurial behavior, grounded in the theory of planned behavior proposed by Ajzen, highlighting the significance of attitude, societal norms, and perceived behavioral control in shaping entrepreneurial intentions. We underscore the necessity of a comprehensive understanding of intention, particularly in the entrepreneurial domain, considering its core components, determinants, and practical implications. We emphasize the crucial role of educational systems in fostering entrepreneurial intentions and propose specific strategies for enhancing entrepreneurial intentions in academic settings, integrating goal setting, positive attitudes, self-efficacy, visualization, implementation intentions, and social support. These educational strategies are presented as essential tools for cultivating the entrepreneurial spirit and capabilities among students, preparing them for future entrepreneurial pursuits. This comprehensive exploration provides valuable insights for educators, policymakers, and aspiring entrepreneurs, highlighting the dynamic interplay between individual intentions, educational frameworks, and the broader economic environment.

Background An entrepreneurial mindset is widely recognized as crucial for success in today’s fast-paced competitive world. People across various sectors—businesses, schools, politics, the military, and the public— benefit from a developed entrepreneurial mindset. Consequently, an accurate entrepreneurial mind-sets is becoming increasingly vital. This systematic literature review comprehensively analyzed the research on methods used to assess entrepreneurial mindsets. This inquiry was explored in terms of the fundamental characteristics of the reviewed documents, common entrepreneurial mindset traits or skills, evidence of validity and reliability, research methods employed, study participants, focus areas, and key findings from recent studies. Methods A systematic literature review using the PRISMA framework was utilized, and 39 documents published in the period 2015–2024 were extracted from the EBSCO, ERIC, and SCOPUS databases. Results Researchers from the USA dominated the field of this study. These assessment practices mainly target the educational sector, especially engineering education, where students are the primary participants. Currently, researchers are actively creating new assessment tools for entrepreneurial mind-sets tailored to students in entrepreneurial programs at engineering institutions. Most of these tools have been shown to be valid and reliable. The KEEN 3C framework is the most common assessment tool, emphasizing curiosity (CU), connections (CON), and creating value (CV). Conclusions This study makes significant contributions by compiling the existing literature on entrepreneurial mindset assessment, which presents the most up-to-date knowledge in the field. Educational institutions and business organizations can utilize the entrepreneurial mind-set assessment approaches highlighted in this review. This article is unique in that it enhances the field of entrepreneurship by presenting a new systematic literature review of entrepreneurial mindset assessment approaches.

The advent of Industry 4.0 presents a spectrum of challenges for entrepreneurs in India, demanding specific skills and resources. Within this transformative landscape, engineering disciplines assume a pivotal role in navigating the complexities of the new industrial revolution yet pose challenges in instilling entrepreneurial skills. While universities are recognised for fostering entrepreneurial skills, a gap persists in comprehending students' intentions to pursue entrepreneurship after completing their studies, especially within technical education systems. This emphasises the necessity for a comprehensive examination of variations in entrepreneurial orientation among diverse engineering disciplines. The study employed cross-sectional research and surveyed 370 final-year engineering students from leading engineering colleges in Karnataka, India. The data analysis included Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM). The findings demonstrate a significant propensity for entrepreneurship among engineering students, highlighting attributes such as innovativeness, risk-taking, and proactiveness. However, contrary to expectations, the study does not discern distinct entrepreneurial orientations across different engineering disciplines. Importantly, it unveils that college education has minimal influence on students' entrepreneurial intentions. [ABSTRACT FROM AUTHOR]

Objective: This comparative analysis scrutinized the entrepreneurship education curriculum and social-emotional learning, aiming to distinguish the similarities and discrepancies between the two programs based on the ten components of the Acker curriculum. Methods: This study involved a detailed comparison that was conducted through the utilization of the Brody method. Results: The study revealed that both initiatives share commonalities concerning the instructor's role, educational materials, group dynamics, geographical setting, and scheduling. Nonetheless, distinctions exist in their underlying principles, goals, subject matter, educational tasks, and evaluation techniques. Nevertheless, both schemes contribute to enhancing the individual and social growth of children, enabling them to cultivate mutual competencies in self-awareness, self-esteem, self-regulation, strategic planning, social consciousness, interpersonal communication, decision-making, and problem-solving skills. Conclusions: The outcomes of this investigation serve as a foundational exploration and open up the opportunity to amalgamate these two programs, thereby crafting a more beneficial and efficient educational framework to equip individuals with the necessary skills for a productive role in forthcoming societies. Moreover, this integration would avert the need for multiple and/or conflicting programs. [ABSTRACT FROM AUTHOR]

As new trends are emerging worldwide, including innovation breakthroughs and the need for a sustainable approach to different aspects of economy and entrepreneurship, the need for orienting society towards sustainable entrepreneurial behavior is emerging. In this context, according to the literature, entrepreneurial education can have a positive impact on fostering entrepreneurial intention in university students. The main research conducted in this study includes the identification of different opportunities and barriers that universities in Albania are facing, by conducting interviews and questionnaires with key stakeholders. The main barriers identified include the legislation gap and lack of governmental funding for entrepreneurial and sustainable courses, while the main opportunities from which universities can benefit include digital innovation and human resources skills management by providing an added value to their internal environment. The model proposed in this study to overcome barriers and benefit from opportunities includes two key stakeholders, government and universities, as the case study analysis of three universities in Albania predicts the need for more steps to be taken by these two key stakeholders included in the model, while future further research on governmental funding would be of high importance to the cost–benefit analysis of this kind of governmental support. [ABSTRACT FROM AUTHOR]

The problem of forming and developing soft skills has not lost its relevance for many years. It is believed that possession of these skills ensures the subject’s competitiveness in the labor market. A special role is played by the formation of flexible skills in entrepreneurs, who allow them to be more adaptive to changes, interact effectively with the internal and external environment, find non-standard solutions in difficult situations, thereby increasing the efficiency and competitiveness of their own business.The purpose of our research is to compile a rating of soft skills in the assessment of existing entrepreneurs and to identify the degree of participation of higher education institutions in their formation. The data are obtained empirically from a study of 360 entrepreneurs. They show the undeniable importance for entrepreneurs of developing soft skills and, in most cases, their underdevelopment at the proper level. The paper presents the results of a survey demonstrating the proportion of entrepreneurs who have developed a particular skill in the process of self-education (19-38%), as well as the proportion of entrepreneurs who received an education at a university (0-22%) or in additional education programs in other organizations ( 1-13%). The study found that between 33 and 73% of entrepreneurs surveyed had not received soft skills training. Entrepreneurs ranked communication management (opinion of 76% of respondents) and decision making (73%) as the most important skills for their activities; the most developed were decision making (30%) and customer focus (28%). The work provides recommendations to universities in terms of increasing their presence in the market of additional education in order to develop soft skills among entrepreneurs as a factor in increasing their competitiveness.

Entrepreneurship education is exploding, and new approaches are needed not only to keep up with demand but also to keep up with the changing nature of entrepreneurship education. In each of our practices of entrepreneurship education learning, innovation, communication, interpretation, and history are present – the essential elements of experiential learning. In sum, the entrepreneurship method as a series of practices can only be learned through experiential approaches. Our concept of practice relates to the acquisition of skills, knowledge, and mindset through deliberate hands-on, action-based activities that enhance development of entrepreneurial competencies and performance. Given the complex and multifaceted nature of entrepreneurship, a single practice is not possible.

This study aims to analyze the effect of entrepreneurial education and sustainability orientation in influencing sustainable entrepreneurial intention by testing the mediating effect of entrepreneurial self-efficacy in predicting sustainable entrepreneurial intention. This study used a quantitative approach with 306 UNNES and UNS economics education students’ years of 2020 and 2021 as samples. Data was obtained by distributing an online questionnaire (Google Form). Data was analyzed using the SEM-PLS technique. The analysis’s results show that there is a significant positive effect between entrepreneurial education and sustainability on entrepreneurial self-efficacy. Entrepreneurial self-efficacy can mediate the relationship between entrepreneurial education and sustainability orientation in terms of sustainable entrepreneurial intentions. The findings also confirm that sustainable entrepreneurial intention can be formed through the formation of cognition stimulated when students take entrepreneurial education and individual personalities, which can be reviewed from a sustainability orientation.

Entrepreneurship plays a pivotal role in driving economic growth and national development, making it a focal point of research within the social sciences, particularly in management. In Thailand, where Small and Medium Enterprises (SMEs) play a significant role in the economy, nurturing entrepreneurship among students is a priority. College-level students represent a burgeoning workforce with the potential to catalyse new ventures and elevate national standards through their entrepreneurial zeal. However, there is no confirmation that all students are able to fulfill their entrepreneurial aspirations, despite the potential contribution of high levels of entrepreneurial elements to business success. This study therefore aims to fill the gap in research specific to Thailand’s context regarding factors influencing entrepreneurial intention by utilising Ajzen’s Theory of Planned Behaviour (TPB) model to examine factors influencing entrepreneurial intention among undergraduate students. Additionally, it explores the impact of entrepreneurial education and social and government support on shaping entrepreneurial intention. Through a quantitative research approach and data analysis of 426 undergraduate students, the study finds that attitude towards entrepreneurship is the most influential factor, followed by perceived behavioural control, social support, entrepreneurial education, and government support. Furthermore, the study reveals an unexpected finding wherein government support exhibits a negative relationship with entrepreneurial intention, suggesting potential deficiencies in current policies. The findings emphasise the significance of promoting positive attitudes towards entrepreneurship, enhancing entrepreneurial education, fostering social support networks, and reevaluating government policies to effectively encourage entrepreneurial intentions among students and drive economic development in Thailand.

The recent economic success of China has been largely driven by the entrepreneurial potential cultivated within its education sectors. However, higher education institutions’ efforts in fostering entrepreneurship and innovation seem not to meet employees’ expectations. Among issues of entrepreneurship education at China universities and vocational colleges are incomprehensive teaching content and students’ weak innovative ideas. Thus, an urgent examination of entrepreneurial education within Chinese higher education is necessary. Through a systematic literature review, this study explores the evolution of entrepreneurial education within Chinese higher education institutions, with a particular focus on vocational colleges. Drawing upon past studies, this study proposes strategic interventions to enhance the entrepreneurship curriculum, including the integration of practical experiences, strengthening teacher competency, fostering industry-academic partnerships, and digitalizing educational approaches. Ultimately, it advocates for a comprehensive reform to align entrepreneurial education programmes with the evolving needs of China’s entrepreneurial system, thus ensuring the cultivation of a new generation of innovative and enterprising individuals to drive economic prosperity.

With the rapid advancement of information technology, mobile interaction technologies have emerged as a pivotal force driving educational innovation, especially in the realm of entrepreneurial education. These technologies have not only transformed the methods of acquiring and sharing knowledge but have also facilitated interaction and collaboration among learners. This investigation aims to explore how mobile interaction technologies can foster innovation in entrepreneurial education models. The focus is specifically placed on the construction of a mobile interaction-based collaborative learning team environment model oriented towards knowledge building as well as on identifying collaborative strategies that can effectively enhance entrepreneurial learning teams based on mobile localized influence networks. It has been discovered that optimizing mobile learning environments and collaborative strategies improves the quality of interaction and learning outcomes among teams, providing new pathways for entrepreneurial education. Existing research, however, lacks a comprehensive discussion on the deep integration of mobile interaction technologies with entrepreneurial education, especially in terms of systematic studies on team collaboration and the process of knowledge construction. Through theoretical exploration and empirical analysis, this manuscript aims to bridge the research gap, providing theoretical and practical support for innovation in entrepreneurial education models. This endeavor holds significant research value and practical implications. [ABSTRACT FROM AUTHOR]

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As old as the world, the low number of businesses run by women is still a subject that raises many discussions and research. The present work is a short study of how women still in the period of higher education look at the financial risks involved in financing and supporting the business. Using the method of graphic representation and visualization of data evolution for analysis, the authors aim to determine the relationship of influence between the importance of these risks and women's intention to start a business. The data were recorded following the application of a survey between February-March 2023 on a sample of 264 women. Differences were determined between how financial risks are viewed by urban and rural women, and by married versus unmarried women. A conclusion is that urban women consider education a must, while for rural women it is not a necessity in running a business. [ABSTRACT FROM AUTHOR]

Entrepreneurship is a global phenomenon because it contributes to economic growth, maintenance of social stability, and reduced unemployment. However, the role of entrepreneurial orientation in Vietnamese universities remains blurred. This study aims to understand the role of university education in shaping the entrepreneurial intention of Vietnamese students through entrepreneurial orientation, perceived desirability, and perceived feasibility. The PLS-SEM technique with SmartPLS 4 software tested the research model and hypotheses. The data set was collected from May 2023 to June 2023 via Google Forms with 411 respondents. The results show that entrepreneurial education has the most decisive impact on perceived desirability, followed by perceived feasibility, and both of these factors have a substantial impact on entrepreneurial orientation and entrepreneurial intention. Based on the results, the research has suggested practical implications that enhance entrepreneurial intention and promote the development of Vietnam's economy. [ABSTRACT FROM AUTHOR]

Copyright of Retos, Revista de Ciencias Administrativas y Económicas is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Entrepreneurship, once a choice, has now evolved into a critical lifeline for the youth in Lebanon amid a prolonged and extensive economic crisis, now entering its fourth year. This crisis has triggered a shift in the mindset of Lebanese youth, driven by the high unemployment rate, acting as a catalyst for a transition towards entrepreneurship as a viable career choice. This study underscores the necessity of comprehending the determinants shaping social entrepreneurial intentions among Lebanese students. The goal is to identify these determinants, allowing for the implementation of necessary measures to not only enhance these intentions but also facilitate their transformation into tangible actions, thereby propelling economic growth and fostering sustainable development. The research investigates the intricate interplay of entrepreneurial education, entrepreneurial passion, and moral obligation, with entrepreneurial self-efficacy serving as a mediating factor. Conducting a survey among 265 participants from four universities in Lebanon using convenience sampling, this research employs Partial Least Squares Structural Equation Modeling (PLS-SEM) for analysis. The results reveal that entrepreneurial education and entrepreneurial passion significantly boost students' belief in their entrepreneurial self-efficacy. Simultaneously, entrepreneurial self-efficacy intensifies students' entrepreneurial intention. Furthermore, a positive correlation is observed between moral obligation and social entrepreneurial intention. These findings hold significant implications for educators and policymakers, offering insights to guide initiatives aimed at enhancing entrepreneurial education and fostering an environment conducive to socially impactful ventures, in light of the economic and political crisis that Lebanon is currently facing. Likewise, researchers can gain insights from the theoretical foundations of the present study and discover possible pathways for future analyses. Moreover, integrating sustainability principles into entrepreneurial education could further amplify the social and economic impact of ventures in Lebanon's challenging context. [ABSTRACT FROM AUTHOR]

This article evaluates whether the use of gamification in entrepreneurship education is associated with a reduction in risk aversion among students studying at the technical level of Business Administration. As a theoretical framework, we used the Cumulative Prospect Theory. The research was conducted at a Brazilian Federal Institute (IF) of education. We used a sample of 191 participants, and the research instrument was applied at the beginning and end of the course. The data analysis included the Difference-in-Difference, Propensity Score Matching, and Quantile Regression methods. The results indicate that, after the implementation of the gamified pedagogical practice, there was an increase in the participants’ propensity to assume risks related to financial allocation decisions and occupational choices. This corroborates the role of gamification in the development of entrepreneurial skills by revealing that its use aids in preparing students to deal with uncertainties and calculated risks. [ABSTRACT FROM AUTHOR]

This study consists of research involving the importance of entrepreneurship in the school environment. It aims to expand discussions on the scope of Entrepreneurial Education at basic and higher levels, exploring studies that point out, empirically and theoretically, that entrepreneurship developed in the classroom has contributed to the transformation not only of students, as they pass to rethink their academic training and their future from a point of view connected with contemporary socioeconomic dynamics. The study has a qualitative approach, descriptive in nature, and promotes an analysis based on a theoretical scope contained in articles, theses, dissertations and bibliographic sources. Studies were explored that deal with Entrepreneurial Education, with emphasis on the movements promoted in the educational system, highlighting the importance of initiatives related to updating the Political-Pedagogical Projects (PPP) of Undergraduate and high school courses, aspiring to advance commitment in the stimulation and propensity of students to undertake through educational strategies. [ABSTRACT FROM AUTHOR]

Objective: To discuss how entrepreneurial education can help students develop emotional resilience through the educational practice of artistic entrepreneurship. Methodology/approach: Qualitative, inductive and interpretive methodological approach using different sources of information (observation, interviews and documents). Main results: Conceptual elaboration of four emotionally challenging educational contexts and five educational practices for the development of emotional resilience. Theoretical/methodological contributions: We propose new reflections on the contexts and practices in the context of entrepreneurial education, as well as specific reflections on the field of entrepreneurial education in the arts, thus stimulating a more current, sophisticated and comprehensive entrepreneurial education, in which the ability to be emotionally resilient is a priority. Relevance/originality: Despite the importance of emotional resilience for entrepreneurship, until then, the topic was underestimated by research on entrepreneurial education. Social contributions: By stimulating the conceptual refinement of entrepreneurial education based on the concept of emotional resilience, we contribute to the advancement of research on entrepreneurship, to the practice of artistic entrepreneurship and to the development of the creative economy.

Objective: explain the impact of globalization on the emergence of trends for entrepreneurial education. Method: a theoretical-reflective review of the literature was carried out, using thematic analysis, to answer the research questions; 51 articles collected from Scopus, WOS and Google Scholar were analyzed and organized into three thematic groups. Originality/Relevance: there was a lack of a qualitative study that, based on literature, demonstrated the impact of entrepreneurial education. Results: three thematic dimensions were recognized that explain the impact of entrepreneurial education: identifying socio-educational contexts and problems, defining global educational policies, and creating international research and development networks. Theoretical/methodological contributions: these explanatory dimensions of the impact of entrepreneurial education made it possible to specify the following specific contributions: educational, labour and social policies; behaviours related to the ability to think creatively, act with initiative and make things happen; and international networks that stimulate entrepreneurial skills, employability and social cohesion.

Objective: This study aims to understand how researchers have approached gamification in entrepreneurship education and, based on this analysis, propose directions for future research through the systematization of Theories, Contexts, Characteristics, and Methodologies (TCCM Framework). Methodology: The Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) protocol was used for the systematic review in eight research databases (Web of Science, Science Direct, Scopus, Springer, Emerald, Wiley, Sage, and Taylor & Francis). 33 empirical studies published between 2017 and 2022 were included. Main results: Most of the research did not explore a variety of existing theories, such as the Theory of Planned Behavior. Additionally, the works focus on higher education, with a gap in the context of primary and secondary education. It is suggested that samples be gender-balanced, mixed-method analyses, experimental and longitudinal studies. Contributions: The study contributes to the literature by compiling the main approaches adopted in gamified entrepreneurship education. Additionally, it proposes a research agenda based on gaps in the literature. Relevance and originality: This research adopts a joint approach of the PRISMA and TCCM protocols, advancing beyond the mere description of results, with the intent of grounding a proactive research agenda for the entrepreneurship academic community. Managerial and social contributions: The identification of best practices for the application of gamification in entrepreneurship education - game design and selection of learning objectives - provides insights for educators, policymakers, entrepreneurship support institutions, and corporate programs.

Realizing the importance of entrepreneurship for Indonesia’s development, the Indonesian government keeps increasing the entrepreneurship ratio. One is by launching the "Merdeka Belajar-Kampus Merdeka (MBKM)" policy to encourage the development of students' entrepreneurial intentions. This research aimed to empirically test the impact of MBKM-based entrepreneurial educational support on entrepreneurial self-efficacy and entrepreneurial intention through self-efficacy. Data was collected from 300 students of HEIs in Jakarta and Bandung. Data was processed by using PLS-SEM. The findings confirm that entrepreneurial educational support significantly and positively predicts entrepreneurial self-efficacy and intention. Moreover, the study validates that entrepreneurial self-efficacy mediates entrepreneurial educational support and intention. This research is expected to guide educators and policy-makers to understand better the factors that form the students' entrepreneurial intention, which can contribute to the growth of the Indonesian economy.

In the context of ongoing hostilities in Ukraine, it becomes important to understand the prospects of entrepreneurship as a sphere of economic recovery of the country. Student entrepreneurship can become a key factor in the formation of an entrepreneurial ecosystem, in particular in the context of Ukraine’s integration into the EU. Studying and taking into account the gender aspects of entrepreneurial intentions of Ukrainian students, supporting entrepreneurial education and the development of women’s entrepreneurship among young people in the curricula will contribute to the sustainable development of the economy and society in general. The aim of the article is to highlight the results of a study of the gender profile of entrepreneurial intentions of Ukrainian students, initiated and conducted by the authors within the framework of the project «Entrepreneurial Opportunities, Competencies and Intentions among University Students in the Cross-Cultural Dimension» in April – June 2023. The conclusions presented in the article are based on the results of an online survey of 247 students of Ukrainian universities, conducted on the Qualtrics platform according to the authors’ own methodology, which involves a survey of respondents on 27 questions, divided into four blocks: 1) general data about the respondent; 2) awareness of the entrepreneurial environment; 3) dimensions of entrepreneurial competence; 4) entrepreneurial intentions. The obtained data were analyzed using the instrumentarium of descriptive statistics. It is found that the entrepreneurial intentions of students in Ukraine have gender differences. In particular, in the implementation of their entrepreneurial initiatives, women are mostly focused on the long term and postpone starting a business for the future, while men mostly try to realize themselves as soon as possible, while studying at the university. When analyzing the preferences of students in choosing a sphere for starting their own business, «gender-neutral» and «gender-sensitive» business areas are allocated, which makes it possible to further develop recommendations for improving entrepreneurship education and institutional support for youth (including women’s) entrepreneurship policy in Ukraine. It is assumed that the «post-industrial» type of thinking prevails among students, in particular in the context of choosing promising business areas for their own business, this is manifested through the increased interest of survey participants in the service sector of the economy. The need to intensify women’s entrepreneurship and leadership among female students during their studies at the university, as well as to improve entrepreneurial education programs, in particular in business areas that are important during the wartime and post-wartime periods, is substantiated.

Purpose: Our main aim is to establish which factors influence entrepreneurial intentions, with a particular focus on the role of entrepreneurial education and university support in Central and Eastern European countries (CEE). An additional aim is to determine the differences in these perceptions between students from seemingly similar but rather different CEE countries. Methodology: We based our study mainly on two theory constructs, namely the entrepreneurial support model (ESM) and entrepreneurial self-efficacy (ESE). Both concepts often appear in research on entrepreneurial intentions, but they are not used together. Moreover, we proposed a new education-related factor – perceived entrepreneurial education results (PEER). To verify hypotheses quantitative research was conducted using surveys among 2,085 first-year undergraduate students from three technical universities in three countries: Latvia, Poland and Ukraine. Findings: The results of the study indicate that entrepreneurial self-efficacy, perceived entrepreneurial education results, and perceived educational and relational support all influence the intention of students to launch a venture. The research did not provide support for the hypothesis of an impact of perceived structural support (PSS) on intentions. The impact of perceived educational and relational support appeared to be less important than the impact of ESE and PEER on intentions. Additionally, we identified that there are significant differences between students from the analysed countries. Implications for theory and practice: Our research has identified a new factor, not previously used in studies of entrepreneurial intentions, that is, perceived entrepreneurial education results. This new factor can be used in research as a complement to self-efficacy and it refers to hard skills related, in this particular case, to entrepreneurship. The results show the importance of the national context, implying the need to take this into account when modelling support policies at a national level. The findings can be used to remodel how this knowledge is delivered to young people. Originality and value: Firstly, we proposed the inclusion of a new education-related component called perceived entrepreneurial education results, which can examine the perceived results of education at any level, in our case, at the secondary school level. Secondly, we showed the stronger influence of factors related to perceptions of one's own skills than perceptions of support from the environment. In addition, we demonstrated that making judgements or recommendations about entrepreneurial support, for rather similar countries, should be considered separately. Furthermore, we conceptualised the three aspects ESE, PEER and ESM in a new way. Finally, we also proved that the role of individual factors varies from country to country, even if the countries belong to the same cultural background and share a similar past experience.

The article focuses on developing the entrepreneurial competence of vocational education students in the era of crises in public life. The relevance of the current study arises from the fact that the dynamics of the traditional methodological approach, given the global trends, determines the priority of focusing on the competence approach. The aim is to analyze the possibilities of innovative technologies for the development of entrepreneurial competence of vocational education students during the period of societal transformation and crises. Substantiated the structure of the entrepreneurial competence of future specialists, which synergizes professional and personal components. The identified vectors for improving the educational process aimed at forming information, digital, communication, and intercultural competence in vocational education students as essential components of their overall professionalism. Established that the need to actualize the phenomenon of entrepreneurial competence is caused by the specific requirements of today's professional qualities of a specialist, characterized by specific content and a specific focus on professional activity. Found that digital literacy, logical thinking, and effective communication skills are among the promising areas for forming students' entrepreneurial competence. They have outlined the basic principles of implementation and development of interdisciplinary integration of the educational process through innovative technologies. [ABSTRACT FROM AUTHOR]

This paper aims to describe the application of an entrepreneurship course following the effectuation logic developed for families. To achieve this aim, we applied participant observation. The course occurred in a municipal public school, with 18 participants observed. The main result was the comprehensive description of the methodology used and the confirmation of the participant's understanding of the content. In addition to contributing to the research field of entrepreneurial education, this paper contributes by describing a course replicable in various contexts. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Our main aim is to establish which factors influence entrepreneurial intentions, with a particular focus on the role of entrepreneurial education and university support in Central and Eastern European countries (CEE). An additional aim is to determine the differences in these perceptions between students from seemingly similar but rather different CEE countries. Methodology: We based our study mainly on two theory constructs, namely the entrepreneurial support model (ESM) and entrepreneurial self-efficacy (ESE). Both concepts often appear in research on entrepreneurial intentions, but they are not used together. Moreover, we proposed a new education-related factor - perceived entrepreneurial education results (PEER). To verify hypotheses quantitative research was conducted using surveys among 2,085 first-year undergraduate students from three technical universities in three countries: Latvia, Poland and Ukraine. Findings: The results of the study indicate that entrepreneurial selfefficacy, perceived entrepreneurial education results, and perceived educational and relational support all influence the intention of students to launch a venture. The research did not provide support for the hypothesis of an impact of perceived structural support (PSS) on intentions. The impact of perceived educational and relational support appeared to be less important than the impact of ESE and PEER on intentions. Additionally, we identified that there are significant differences between students from the analysed countries. Implications for theory and practice: Our research has identified a new factor, not previously used in studies of entrepreneurial intentions, that is, perceived entrepreneurial education results. This new factor can be used in research as a complement to self-efficacy and it refers to hard skills related, in this particular case, to entrepreneurship. The results show the importance of the national context, implying the need to take this into account when modelling support policies at a national level. The findings can be used to remodel how this knowledge is delivered to young people. Originality and value: Firstly, we proposed the inclusion of a new education-related component called perceived entrepreneurial education results, which can examine the perceived results of education at any level, in our case, at the secondary school level. Secondly, we showed the stronger influence of factors related to perceptions of one's own skills than perceptions of support from the environment. In addition, we demonstrated that making judgements or recommendations about entrepreneurial support, for rather similar countries, should be considered separately. Furthermore, we conceptualised the three aspects ESE, PEER and ESM in a new way. Finally, we also proved that the role of individual factors varies from country to country, even if the countries belong to the same cultural background and share a similar past experience. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the present study, the researcher has analyzed the biotechnology firm performance through individual and external environment. The mediating role of entrepreneurial mindset and entrepreneurial education have also been observed in the present study. The researcher has conducted this study by determining the causal relationship among variables and implementing a ‘quantitative research strategy.’ The data was collected through the disbursement of questionnaires and the researcher analyzed 203 questionnaires through SPSS. Results depicted that individual and external environment significantly impacts the bio-technology firm’s performance. Mediation of entrepreneurial mind set, and entrepreneurial education have also been resulted as significant. The present study holds various theoretical and practical implications. This study enhances the emerging literature regarding the hypothesized association among variables. The practical insights can also be attained by the HRM department of bio-technology firms regarding the ways through which performance of such firms can be improved. The research limitations and future indications have also been provided by the researcher in the paper. [ABSTRACT FROM AUTHOR]

The development of entrepreneurial potential in the training of school-age pupils is relevant for carrying out projects of an innovative and transformative nature. Entrepreneurial training is enacted through Spanish educational regulations, in relation to the development of the key entrepreneurial competence. Thus, a training programme in entrepreneurial potential for school-age students, who are considered as agents of change, was evaluated under the approach of "enterprise education pedagogy". For this purpose, an experimental research study, pre-test and post-test, with a control and experimental group, was designed. The sample consisted of 1036 participants from eight autonomous communities in Spain. The data analysis was carried out by means of a t-test to compare the mean before and after the application of the programme on the total number of participants, as well as on the subgroups with and without entrepreneurial intentions. The results show that the PEIEO programme had a positive effect on entrepreneurial potential. The experimental group, compared to the control group, significantly increased their total score in the t-test, as well as for each dimension of entrepreneurial potential. Similarly, the participants considered to have entrepreneurial intentions further increased their entrepreneurial potential compared to the group considered to have no entrepreneurial intentions. Consequently, the results indicate that entrepreneurship education, in a holistic sense, has a relevant impact on entrepreneurial potential in a programme aimed at training agents of change. [ABSTRACT FROM AUTHOR]

Objective: The article aims to identify the main determinants affecting the creation of entrepreneurial attitudes among university students in non-economic fields during times of high uncertainty (such as the Covid-19 pandemic). Research Design & Methods: We based the research model on the theory of planned behaviour (TPB) and surveyed university students in non-economic fields in Poland (N=355). Statistical analysis provided an opportunity to confirm the research hypotheses. Findings: Positively confirmed hypotheses: entrepreneurial attitudes are shaped by a number of internal and external factors (H1); entrepreneurial knowledge is related to the formation of entrepreneurial attitudes (H2); formal education can be an important source of entrepreneurial knowledge among university students in non-economic fields (H3); well-established entrepreneurial attitudes influence positive attitudes towards entrepreneurship in times of uncertainty related to Covid-19 (H4). This led to an indirect positive answer to the RQ: Entrepreneurial education among university students in non-economic fields is linked to the intention to establish their businesses. Implications & Recommendations: The survey's conclusions suggest the necessity to intensify efforts at the higher education level to supplement programs with entrepreneurial education for university students in non-economic fields, which scholars seldom analyse in this context, particularly in the Central and Eastern European region. Contribution & Value Added: The study fills the gap in research on the relationship between entrepreneurial education and entrepreneurial attitudes, which are key factors influencing the creation of new business ventures. Existing literature highlights the lack of analysis in Central and Eastern Europe with particular emphasis on Poland. [ABSTRACT FROM AUTHOR]

Few studies have examined how students' entrepreneurial inclinations are influenced by entrepreneurship education. These studies' contentious findings drew academics' interest and prompted additional inquiry. This paper investigates the moderating impact of entrepreneurship education on attitude, subjective norms, and self- efficacy-based determinants of entrepreneurial desires and aspirations. Entrepreneurial education is taken as a moderating variable for the study. True experimental design is chosen to analyze the respective relationship between some independent variables and a single dependent variable, such as EINT. From various higher education institutions in India, data were gathered from two groups, those who finished an entrepreneurship course (treatment group) and those who did not have the entrepreneurship course (control group). The period of the study is from 2020-2022. Out of the 500 respondents, 324 completed questionnaires were received, and 307 qualified as valid answers. Structural equation modeling was used to test the hypothesis. Using the partial least squares method, the statistical relationship between the modeled variables was estimated. The study found that the most important predictors of EINT are attitude, self-efficacy, and subjective norms. SEM showed that the association of entrepreneurial attitude and self-efficacy with entrepreneurial intentions was found to be moderated by entrepreneurship education. However, EE weakened the influence of subjective norms on professional objectives and intentions to start their own business. Education influences strong intentions to be an entrepreneur successfully. This study is limited based on the information available in Delhi and NCR when the research was carried out. The result might be affected when taken from different regions or states. This research is essential to policymakers because India has cultural barriers, a lack of entrepreneurship education, and very few support programs that prevent new firms from beginning. They should encourage entrepreneurship, R&D, and technology. Robust, inclusive measurements could aid researchers and practitioners. Financial educators help youth manage their financial issues and succeed in this sector. Behavior management requires financial researchers to understand behavior formation and change, which applies the implications of the true experimental design of the study. The study contributes empirically and theoretically by focusing on an area of research that has received less attention, especially in the context of the environment. [ABSTRACT FROM AUTHOR]

Encouraging entrepreneurs and transforming entrepreneurship education is a need to a time, which can assist in excelling the economic development, wealth and employment generation. However development of Business Entrepreneurial Competencies remains crucial as it enables the entrepreneurs to excel in the highly competitive market. Moreover, the transformation of Entrepreneurial Education through vocational colleges is an under studied area. Hence the current study aims to explore the role of Entrepreneurial Education, Technology and Teachers' Creativity in excelling Entrepreneurial Competencies through vocational colleges. Based on a thorough discussion and literature exploration, the current study propose the hypothesized relationships which were statistically evaluated through the application of Partial Least Square-Structural Equation Modeling on the data of 357 of potential future entrepreneurs. The results reported a significant association of the said predictors in excelling the Entrepreneurial Competencies. Based on this findings, several policy recommendations were proposed including re-adjustment and timely update of the teaching material whereas facilitators and instructors are also directed to be creative and innovative while integrating the use of technology efficiently. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper provides a comprehensive analysis of the factors impacting entrepreneurial intentions, behaviors, innovations, and senses of self-efficacy in the digital entrepreneurial ecosystem in the Kingdom of Saudi Arabia. Through illuminating the roles of ecosystem, entrepreneurial intention, innovation, and education, the study aspires to provide insights into the distinctive dynamics of digital entrepreneurship in this geographical setting. The study makes use of both qualitative in-depth interviews with subject matter experts and quantitative statistical analysis of survey responses. The Saudi digital entrepreneur ecosystem is explored qualitatively through 15 in-depth interviews with industry experts, and quantitatively with 248 survey responses that allow for hypothesis testing using structural equation modeling. The quantitative data in this study was analyzed using PLS-SEM. The results emphasize the mediating roles of entrepreneurial ambition and innovation, highlighting the key significance of the digital entrepreneurial ecosystem in driving entrepreneur behavior. Entrepreneurial education emerges as a powerful element, acting as both a moderator in shaping entrepreneurial success. The research provides useful information about the unique characteristics of digital entrepreneurship in Saudi Arabia.