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Entrepreneurship education (EE) plays a vital role in fostering an entrepreneurial culture and promoting the growth of the small- and medium-sized business sector in a nation. Research on EE has advanced extremely rapidly in the last two decades. These changes are evident not only in the quantity of published works but also in the evolving methods of academic communication, the rise of emerging nations as prominent contributors to EE research, and the shifting areas of focus in study themes. This current study aims to provide a comprehensive picture of these processes based on a big-data-centred bibliometric analysis of a corpus of 3787 articles that appeared in the Web of Science literature database. The bibliographic metadata was analysed using Biblioshiny, CitNetExplorer, and VOSviewer. To understand the most significant development trends, researchers employed the triangulation method, which included scientific mapping and epistemological analysis in addition to standard tools of bibliometric analysis. This has led to the identification of some study needs. First, improving EE methods in secondary school curricula; second, EE in adult education and the practicality of the findings for andragogy; third, EE in least developed countries and its unique challenges; fourth, combining EE with internet-based, innovative training and education approaches like gamification and simulations; fifth, EE's role and methodological development in societal economic integration; and sixth, women's unique EE requirements. On top of that, this study provides the basis for policymakers and practitioners to consider incorporating entrepreneurial education programmes, which can help to create a prosperous entrepreneurial ecosystem. [ABSTRACT FROM AUTHOR]

Creativity and design thinking skills are considered pillars in arts practice in general. Traditional arts education, in particular, involves a tension between pure technical skill and the ability to design creatively regardless of craft limitations. The present study focuses on eliminating the boundaries between craft and art and bridging the gap between technical skills and creativity in practicing traditional textile printing arts. The paper presents a teaching procedure that is based on exploring traditional textile printing within a new dimension and achieving a balance between both the technical and creative sides. The study proposes a survey model to investigate the impact of the applied procedures and understand students' perceptions of the full range of the traditional printing creative process in action. The conclusions of this study will aid in the development of traditional arts education and practice in general and their re-exploration as flexible, expressive, and creative forms of art. [ABSTRACT FROM AUTHOR]

This paper shares the story of a group of four care experienced young people who participated in an arts project in Aberdeenshire. The research was an evaluative case study which gathered the views and experiences of the young people and the arts educators. The findings showed that by adopting a pedagogical approach to arts education, which was participant-led, a climate of trust and mutual respect was supported. The young people developed a growing sense of their potential as creative individuals and an awareness of possible careers in the creative industries, which previously had not been on their radar. [ABSTRACT FROM AUTHOR]

This paper explores the synergy between bioinformatics and bionic virtual reality technologies to enhance the creative process and functional analysis in ceramic art design. By integrating the principles of bioinformatics with bionic virtual reality, we develop a novel approach for creating ceramic artworks that not only mimic biological forms in shape, color, texture, and function but also leverage computational models to predict and optimize these properties. We employed a bionic virtual technology framework to construct a dynamic ceramic art design model, facilitating the realization of biologically inspired aesthetics and functionalities. Our case study involved students from three ceramic art classes at the School of Ceramic Design, School B, who utilized this integrated technology for their projects. The artworks were assessed on practicality, economy, aesthetics, and marketability, with average ratings of 6.20, 5.55, 6.93, and 6.67 respectively, all scores indicating the effectiveness of bioinformatic-enhanced bionic designs in meeting contemporary aesthetic and market demands. The results demonstrate that the use of bioinformatics in bionic virtual reality not only captures the aesthetic preferences of modern society but also enhances the value and innovation potential of ceramic art designs, thereby driving forward the ceramic design industry. [ABSTRACT FROM AUTHOR]

This article analyses the educational possibilities of art installations in the training of future early childhood and primary school teachers. I start by reviewing the origins of installation art before presenting an experience designed for teachers based on the creation of scale models and installation experiences. Scale model installations constitute a tool for future teachers to explore contemporary artistic creation while fostering creativity and reflection on their role as educators. This study employs a constructivist qualitative methodology using action-based research and a journal to record the progress of the students throughout the project. The initial results demonstrate the educational value of this experience and its potential to generate further educational experiences to explore contemporary art themes and other areas of the curriculum. The use of installation art in education is compatible with a diversity of approaches, materials, and media and opens the door to new lines of research. [ABSTRACT FROM AUTHOR]

The uneasy marriage of higher education and athletics can be seen through the conceptual lenses of former institution and National Collegiate Athletic Association (NCAA) President Myles Brand's Standard or Integrated View. The Standard View maintains that athletics serves as a business while the Integrated View argues that athletics should be appreciated as a form of education and art. Through these perspectives of athletics as a business, education, and art, this study surveyed faculty at one football bowl subdivision institution (n = 216) on their perceptions of athletics. Analyses demonstrated faculty perceptions were varied and contradictory as they noted athletics was simultaneously a business important for their institution, but also a detractor for higher education at large. Additionally, they perceived some developmental benefits of participation in athletics but still did not believe sports to be educational in nature. Implications for better understanding faculty perceptions of athletics while improving the education-sport marriage are discussed. [ABSTRACT FROM AUTHOR]

Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education. [ABSTRACT FROM AUTHOR]

Postmodernism has evolved in the field of art, and its presence and definition have been the topic of several studies. The overall perspectives of the visual arts teachers on postmodernism are important for incorporating postmodernism issues into the high school curriculum in Turkey, as they are teaching art history and conveying the practice of visual arts. A review of the literature reveals that there are no comparable studies that take visual arts teachers' perspectives on postmodernism into account. Therefore, this study aims to discover the perspectives of visual arts teachers on postmodernism. This article presents the findings and conclusions of the first research question of the Master's thesis, titled "examination of the reflections of postmodernism on art education". The study used a case study design, one of the qualitative research approaches. The sample of the study consisted of four visual arts teachers working in one of the central and three district schools in Yalova, Turkey. In the current research, two semi-structured interview forms and document analysis were utilized as data collection tools. The qualitative data were analyzed by the thematic analysis method. The themes of "teachers' general perceptions", "teaching process" and "reflection on students" were identified through the thematic analysis. This article includes a detailed analysis of the theme of "teachers' general perceptions". The results of the research identified the artistic and intellectual perspectives of the participating teachers toward postmodernism as outstanding features. [ABSTRACT FROM AUTHOR]

This study aims to identify and analyze relevant characteristics associated with creative thinking, particularly in arts and design education. A systematic literature review was conducted following the PRISMA protocol, utilizing the Scopus database, where 292 studies were retrieved through search strings. From these, 187 studies were selected for the final analysis. The results highlight an emphasis on experiential learning, STEAM (Science, Technology, Engineering, Arts, and Mathematics), and interdisciplinary approaches as prevalent educational methodologies for fostering creative thinking. The identified techniques include interdisciplinary projects, artistic practices, nature-based activities, and the use of digital tools. The core skills identified include originality, fluency, flexibility, and elaboration. Furthermore, it was observed that most of the studies were conducted in higher education institutions. The study underscores the urgency of promoting research in specific regions, such as Latin America, to contribute to advancing and enriching the educational landscape in these areas. Additionally, it emphasizes the importance of fostering creativity from an early age. The significance of this study lies in its contribution to more effective pedagogical practices for the development of creative thinking that positively impacts education and prepares individuals for the challenges of the 21st century. [ABSTRACT FROM AUTHOR]

This article considers an arts-based project, Learning Returns (2023), that seeks to capture the experiences of adults who have returned to arts study after some time away from formal education. The aims of the project are twofold: firstly, to evaluate the combination of narrative inquiry and digital film-making hosted on YouTube as a method of investigating adult learning and secondly, through an analysis of the Learning Returns content, to discover what themes the participants considered important to communicate to an imagined, virtual audience. The findings suggested that the aesthetics of the videos/films interconnect with the lived experiences of the participants. The participants were able to give an account of their experiences spontaneously, and at the same time communicate messages of hope to prospective adult returners. It was also discovered that the editing process offers a means of analysing the content of the films that is analogous to the approaches associated with qualitative research. [ABSTRACT FROM AUTHOR]

In a challenging world, the spotlight on children's wellbeing has strengthened. There is extensive research about the ways in which well-designed arts education programs positively impact children's wellbeing. Despite this, arts education continues to be marginalised in schools. When researchers with arts education and leadership experience teamed up to consider the intransient nature of the resistance to arts education in primary/elementary schools, they conducted a collaborative autoethnography (CAE) to see if this offered new insights. The iterative process of sharing and interrogating personal stories to distil collective meanings (themes) highlighted four features of education programs that provide sustained support for children's wellbeing: centering in a discordant world; effective leadership; experiential processes, engagement, and trust; and harnessing the transformative potential of the arts. The CAE also pointed the team towards conducting future inquiries about the currently under-researched role of the school principal in instigating cultural change that sustains meaningful arts education. [ABSTRACT FROM AUTHOR]

Purpose -- In the following theoretical article, the author generates a theory of Leadership Pedagogy and its connection to Creative Arts Education. Design/methodology/approach -- The article analyzes Leadership Theory across three pillars: Socio-relational, Cognitive and Creative, and how these areas underscore thoughtful and caring pedagogy and inclusive teaching in undergraduate education. Findings -- Drawing on the Scholarship of Teaching and Learning (SoTL), the article advocates for a flexible, multifaceted approach to curricular design rooted in theoretical pluralism, prioritizing interdisciplinary methods to bridge theory and practice in Creative Arts Education. Originality/value -- The article concludes with implications for future research and collaboration connecting Leadership Studies and the Arts. [ABSTRACT FROM AUTHOR]