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This study aims to determine the relationship between middle school students' innovative thinking tendencies and entrepreneurial skills and to identify the variables that predict entrepreneurial skill. To this end, the study used the correlational survey method. The study group consists of 274 5th-, 6th-, and 7th-graders studying in 3 middle schools in the central district of Trabzon Province, Turkey, in the 2021-2022 academic year. The study data were collected using the "Innovative Thinking Tendency Scale for Middle School Students" (ITTSMSS) and the "Entrepreneurship Scale for Secondary School Students" (ESSSS). They were subjected to correlation and regression analyses via SPSS 22 statistical analysis program. Through the analysis, the study found a high relationship between middle school students' innovative self-efficacy and self-awareness. It was also determined that innovative self-efficacy, openness to innovation, innovative problem solving, innovative perseverance, and innovative group leadership predicted the middle school students' entrepreneurial skill levels at significant, positive, and moderate levels. Based on the results, it is recommended to create teaching content and organize teaching activities in which entrepreneurial skill and innovative thinking skill are covered together and aimed to be developed.

The aim of this study is to analyze spoken linguistic features of three-minute startup pitches. Linguistic features analyzed included discourse markers, dysfluency, modality, numeral phrases, pronouns, reduced forms, repetitions, rhetorical questions, vague expressions, and vocatives. The corpus is comprised of 92 startup pitches delivered in real time at a pitching competition as part of an international technology conference. The pitches were transcribed, and linguistic features were identified with the aid of concordance software. Results from the analysis of linguistic features show that startup pitches contain aspects typically found in spoken genres, reflecting orthographic transcription, real time, shared context, interactivity and style.

The aim of this study was to analyze the entrepreneurial self-efficcy (ESE) of teacher training students at ULM. This study uses an exploratory sequential mixed-methods approach (ESMMA) to an understanding of the entrepreneurial self-efficacy of economics education students of Universitas LambungMangkurat (ULM), Indonesia to find ways to become successful entrepreneurs. ESMMA analysis uses two research phases, namely the first stage is qualitative analysis with techniques namely data collection, display and conclusion). In the second phase, quantitative analysis was carried out using techniques namely quantitative data collection and data analysis. Data were obtained through developing entrepreneurial self-efficacy research questions: How can entrepreneurs manage stress during work?; Do entrepreneurs have original ideas in developing products?; Does the entrepreneur have a good relationship with anyone?; How do entrepreneurs analyse market opportunities, recruit employees, and be innovative to achieve success?. The results show that students have different personalities so that each decision for entrepreneurship is made in different ways. The analysis found that students need to develop risk management and uncertainty management skills, innovation management and product development skills, and interpersonal and network management to succeed in business competition.

The present research examined the perceived teachers' charismatic leadership and entrepreneurial intentions of college students. Based on the theory of emotional contagion, this study proposes a mediating model of entrepreneurial passion between college students' perception of teachers' charismatic leadership and entrepreneurial intentions. A questionnaire survey was conducted in 420 college students in Jiangsu Province, China. The results showed that college students' perceived teachers' charismatic leadership had a significant positive effect on entrepreneurial passion. Moreover, perceived teachers' charismatic leadership of college students was found to have a significant positive predictive effect on entrepreneurial intentions, and entrepreneurial passion had a significant positive effect on entrepreneurial intentions. The mediation model analysis indicated that entrepreneurial passion played a partial mediating role between college students' perception of teachers' charismatic leadership and entrepreneurial intentions. The study results deepened our understanding of the inner influence mechanism of college students' perception of teachers' charismatic leadership and entrepreneurial intentions, in addition to providing a practical basis for college educators.

In postgraduate education, the supervisor is a very important actor in terms of the quality of the education process. Therefore, how graduate students perceive supervisor is important in terms of the quality of the educational process. In this study, it was aimed to determine the postgraduate students' perceptions of supervisor and qualifications sought in the selection of supervisor. It is thought that determining how the supervising faculty members are perceived by postgraduate students and what the criteria are for the selection of supervisors may contribute to the field in terms of understanding the student and supervisor relationship on an academic basis in postgraduate education. This research is a qualitative study. The phenomenological design was used in the study. 51 postgraduate students studying in various departments at Dicle University, Institute of Educational Sciences participated in the study in the 2017-2018 academic year. As the data collection tool, a semi-structured interview form was developed by the researchers and used in the study. According to research findings, the criteria that graduate students want to consider in the selection of supervisors are seen as "Having a good command of subject", "Good communication skills", "Guidance", "Close to my field of interest", "Openness to innovation", "Having the knowledge of method", "Entrepreneur", and "Experienced". The findings of this research can be used in supervisor training programs to be organized in the field of graduate education. Research can be conducted to examine the expectations of the supervisor from the graduate students.

Character building (CB) is a crucial aspect for basic psychologists who need to carry out their consultation tasks effectively. At Tilburg University, lecturers have the freedom to interpret the five CB dimensions and implement them in courses, including intellectual independence, critical mindset, social responsibility, scientific responsibility, and entrepreneurship. This study aims to investigate how the five CB dimensions are interpreted and implemented in the three-year Bachelor Psychology program at Tilburg University. As part of the regular quality assurance of assessment, we made a full program assessment plan in 2021-2022 and collected extra data on course practices of CB. At the program level, the five CB dimensions were related to the 13 program learning outcomes by reviewing the self-reflection report. At the course level, a template thematic analysis was used to code the course learning goals, instructional activities, and assessment. Two-thirds of the courses formulated CB-related learning goals, mostly delivered through interactive lecture forms. The instructional activities were categorized into six themes: academic standards, application, evaluative judgment, self-regulation, societal relevance, and taking initiatives. The five CB dimensions were mostly assessed by coursework method, but there was a lack of assessment of CB elements such as reflection. The five CB dimensions were implemented in most educational processes at the course and program level, despite the absence of a standardized implementation plan. We advise to focus on the assessment design for character education, particularly through the use of more authentic and performance-based assessment methods. [Note: The page range (17-33) shown on the PDF is incorrect. The correct page range is 19-33.]

This research aims to develop chemistry project-based learning with an Integrated Ethnoscience Approach in Science, Technology, Engineering, and Mathematics (Ethno-STEM) to improve students' conservation and entrepreneurial character. The research method refers to the Research and Development (R&D) model with the Four D. The research samples are chemistry education students from Universitas Negeri Semarang. The model effectiveness test was conducted in secondary metabolite lectures at the Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia. Data collection techniques used expert validation sheets to assess the feasibility of the model and observation sheets and questionnaires to measure students' conservation and entrepreneurial character. Based on the results of research, it was concluded that a chemical project-based learning model for the secondary metabolites course on essential oils and terpenes and learning tools with an Ethno-STEM approach was feasible and effective for improving students' conservation and entrepreneurial character with moderate and high criteria based on the N-gain score. Entrepreneurial characters, which include persistence, discipline, and creativity, have been developed so that students can produce attractive and worthy chemical batik products for sale.

Context: This article aims to determine the entrepreneurial skills of Vocational Secondary School students after the implementation of a new curriculum that promotes entrepreneurship courses in Indonesia. The authors believe that after taking such courses, students will be able to generate entrepreneurial skills. This study also explores the effect of demographic characteristics on students' entrepreneurship skills level, especially with respect to gender, school, and family. Approach: This study used a quantitative approach, with data collected through a questionnaire with five variables, that is, leadership, reflective communication, risk-taking, creatively innovative, and future orientation. Data were collected from 463 students who had taken entrepreneurship subjects that were chosen randomly. Data were analyzed using linear regression. Findings: 52.22% of our respondents had a moderate score for entrepreneurial skills, this is not in accordance with the expected learning outcomes, there are students who have entrepreneurial skills at a high level. With respect to creative innovation, in particular, a majority (53.15%) had a low score and 4.1% had a very low score. Moreover, family had a significant and positive effect on all dependent variables (leadership scores, reflective communication scores, risk-taking scores, creatively innovative scores, future orientation scores, and overall entrepreneurial skills scores). School demographic characteristics had a significant positive effect on the value of future orientation. These results indicate that private schools tend to strengthen the level of reflective communicative scores. Conclusion: The entrepreneurial skills of most vocational students are middling. This indicates that entrepreneurship subjects at Vocational Secondary schools have not been able to achieve their expected learning outcomes or help students develop entrepreneurial skills at a high level. Thus, further research is needed to determine the causes behind the problem. Schools are expected to be able to establish harmonious relationships by involving families to support the improvement of an informal learning environment that supports the mastery of entrepreneurial skills of vocational students.

Entrepreneurship education had an important contribution in developing the number of entrepreneurs. Entrepreneurship education could be specified into two constructs, namely curriculum attendance and extracurricular activity. The purpose of the study was to measure and assess entrepreneurship education for students. This study examines a new instrument of curriculum attendance and extracurricular activity. The research method consists of two phases: the first phase was content validity, and the second phase was construct validity assisted by AMOS. The first phase examines the measurement instrument by involving seven experts. The second phase examines the instrument by involving students (N= 393) from various backgrounds at Universitas Lambung Mangkurat (ULM). Content validity using V-Aiken, and construct validity using EFA. The results show that 1) curriculum attendance could be measured by two indicators, namely participation in the entrepreneurship course (3 items) and enjoyment in the entrepreneurship course (3 items), and 2) extracurricular activity measured by five indicators, namely the entrepreneurial community (3 items), enthusiasm for entrepreneurship (2 items), entrepreneurship seminar (2 items), entrepreneurial project (3 items), and entrepreneurial spirit (2 items). This research implies is that the instrument can be used by researchers in universities to evaluate entrepreneurship education.

This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders. Quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, (1) SSI-TM approach (n=115); (2) SSI (n=115); and (3) Conventional approach (CONV, n=115). The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI posttest mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders.

In recent years, efforts to transform scientific information produced in basic sciences into technology to facilitate daily life have been increasing. In this sense, the perspective of entrepreneurship gains importance in basic sciences. This study aims analyze documents published on entrepreneurship in basic sciences (physics, chemistry, biology) using a bibliometric review. For this aim, the bibliometric analysis method based on the systematic literature review approach was used. Systematic review was carried out in the WoS database. A total of 428 documents (1994-2020) on entrepreneurship in basic sciences in the WoS were retrieved. The bibliometric analysis results were presented under two main categories as descriptive (numbers of documents according to year, author, country, organization, source, research area, WoS category area) and evaluative results (co-occurrence, co-authorship, citation analysis). Descriptive results were displayed with frequency values, and evaluative results were displayed using VOSviewer visualization software. As a result, it was determined that there is an important increase in the number of documents towards 2020. In addition, it was determined that the most productive, influential, and collaborative author is Jardim-Goncalves R, the most productive country is the USA, the most productive journal is Journal of Technology Transfer, and the most productive organization is Old Dominion University. Moreover, it has been determined that the most influential area in terms of research area is "business economics" and the most keyword co-occurrences are "entrepreneurship", "design science" and "academic entrepreneurship".

Businesses generate employment and are recognised as catalysts for the economy. A person who creates and manages a business is an entrepreneur and in a continually changing and complex environment, people capable of creative and innovative thinking will tend to become more entrepreneurial. Running a business successfully requires skills and knowledge, and universities are centres where students can acquire the knowledge and skills that enable them to become entrepreneurs. The purpose of this research was to determine the effect of attitude (ATT), subjective norms (SN), and perceived behavioural control (PBC) on the entrepreneurial intention (IE) of Peruvian university students enrolled during the period 2019-2020 and pursuing a variety of career paths. This study is quantitative, cross-sectional, and causal. The sample involved 642 students. The Theory of Planned Behaviour (TPB) is used to explain entrepreneurial intention. Confirmatory factor analysis (CFA) was employed for data analysis. The findings show that subjective norms and perceived behavioural control have a positive effect on entrepreneurial intention. Accordingly, it is suggested that the structure of academic programmes be improved to enhance the competencies and skills of future job creators.

Academic entrepreneurial behaviours are increasingly a research field paralleling processes of capitalist commodification. We mobilise Baudrillard's concepts to probe a school's strategic communication methods symbolising class neoliberalism, which aspirational parents may experience as a desired habitus of 'distinction'. We suggest their knowledge of class and education, once imported into the interpretation of this school's web presence, will coalesce with its simulacra of elite education. Our account encourages comparisons with selective school websites and utilises the qualitative data on the public site of this school, a methodological approach that has been fruitfully utilised by scholars uncovering the ideological representations created by providers who market UK higher education. The intervention into the marketplace of the selective fee-paying English education of Independent Grammar School: Durham (IGSD) through such a penumbra of symbolic meaning forms part of its pursuit of a competitive edge. International studies of schools chasing prestige and consumer desire confirm that the policies and practices described have become widespread, as shown in the oeuvre of Stephen Ball, whose writings inform the approach of this article. The marketing of the 'brand' identified through our theoretically driven analysis may encourage consumers to opt out of the state sector. Neoliberal-class markers of prestige contribute to the erosion of welfare-oriented school ideals in England, and in other nations.

Entrepreneurial Orientation (EO) has become increasingly prominent in the public sector and in educational organizations. A policy for educational management based on EO has dimensions related to innovation, proactiveness, and risk-taking, which are preceded by organizational characteristics such as management support, discretion/autonomy, rewards/recognition, organizational boundaries, and time availability. The objective of this study is to analyze the organizational characteristics that influence EO in Municipal Centers for Early Childhood Education ("Centros Municipais de Educação Infantil--CEMEIs") in Brazil. The study was conducted in a town in the state of Minas Gerais and involved 15 CEMEIs, applying questionnaires to education professionals as coordinators, monitors, and teachers, whose data were processed using descriptive statistics and a structural equation model. The results present a construct for validating organizational characteristics that can influence EO in public early childhood education organizations. However, autonomy and management support were the determinants of EO in the organizations studied. Finally, there are implications and considerations for policies and strategies in public educational organizations, indicating EO as a way to deal with contingencies, resource scarcity, the stimulation of (intra)entrepreneurial culture and even potential early childhood education for entrepreneurship.

This research article examines self-challenge and flexibility, and their impact on entrepreneurial intention mediated by self-recognition and self-efficacy. The research was conducted on students from the Department of Management, Faculty of Economics and Business, Universitas Negeri Malang. They have obtained Entrepreneurship Education programs held on campus. There was a total of 113 students participating in this study. The analysis was carried out with a T-Test to see the differences between male and female students in the variables studied, and path analysis to examine the effect between variables. The results of the study revealed that there was no difference between male and female students, furthermore, there was no direct effect of self-challenge and flexibility variables on entrepreneurial intention.

Purpose: Vocational education and training (VET) in Finland takes place more and more at workplaces. Hence, the teachers' cooperation with companies has become important. Little research has been done on the teacher's activities in business cooperation and the factors affecting business cooperation. The teacher's decisions and choices are made possible through the teacher's autonomy and agency. The teacher's agency is understood as a capacity to utilise autonomy. In this study, the teacher's agency is reflected in their activity in developing entrepreneurial learning environments and activity in developing regional entrepreneurship education (EE). The study was conducted among Finnish VET teachers. In Finland EE is understood in its broad sense and the teacher is in a significant position choosing where, how and with whom they implement EE. The main research question in this article is: How does the VET teacher's agency in EE affect their cooperation with entrepreneurs? Methods: The data consists of 933 vocational teachers' responses. An open online survey tailored for teachers was used in the data collection (Measurement Tool for Entrepreneurship Education). Ordinal regression analysis has been used to analyse the data. Results: The teacher's agency is a significant factor explaining his/her level of cooperation with entrepreneurs. The results show that the teacher's activity, desire, and ability to express agency, strengthens the use of companies in teaching. Surprisingly, the teacher's personal entrepreneurial background and the number of companies in the area do not act as explanatory factors for entrepreneurs' cooperation. The study makes several suggestions on teachers' perceptions of the factors explaining and creating agency as an entrepreneurship educator. Conclusions: In Finland, teachers' autonomy is high. Teachers have the freedom to utilise their agency in many ways. They can, for example, make their own decisions and renew their teaching in many ways if they are willing and encouraged to do so. It seems like the question is more about management and teacher identity. The teacher's agency should be strengthened, and the teacher should be given the option to act more freely. Furthermore, the teacher's autonomy is not enough; agency is also needed.

Over the past 80 years' university administrators have exhibited flexibility in their responses to evolving government funding patterns. One possible factor in these changes is the consequences of policy decisions at the federal and state government levels that have resulted in institution wide policy decisions in colleges and universities. These policy decisions have affected department policies and faculty member behaviors. Utilizing institutional Theory allows a discussion of the effect that government policy decisions have on responses within the Higher Education Institutions (HEIs). In this manner, Institutional Theory can be used to discuss how university administrative decisions have affected instruction in the United States--a case that can illuminate on policy and governance in HEIs across the globe and the implications these issues have on infusing critical thinking in higher education pedagogy. In the case of the US presented in this study, government funding patterns of the past 60 years have resulted in university policy decisions that have adversely affected the classroom experiences of students and created environments that do not elicit the same level of thinking from students. Being aware of the cascading effects of these patterns can help key stakeholders in universities to adjust policies to improve instruction and student thinking patterns.

This study was conducted to: 1) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and 2) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of 0.92. The ECT Module's feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students' ECT.

Entrepreneurial and innovative higher education institutions of the 21st century have become the driving forces of social development, economic growth and global competitiveness by improving human capital through the educational and instructional services they offer, producing qualified scientific information through the scientific research they conduct and by fulfilling an important responsibility in the solution of social problems. In the current study, the effect of higher education on global competition in the context of the transformation of knowledge into economic value in OECD countries was analyzed with the Granger Panel Causality Test. In the application part, a panel data set was created with the data collected from 25 OECD countries for which data were available for the period 2006-2017. The Global Competitiveness Index variable was taken as the basis to reveal the global competitiveness of the countries included in the analysis. In order to reveal the status of their higher education, the gross schooling rate in higher education, the employment rate of the population with higher education, public expenditures on higher education, the quality of the education system, the quality of scientific research institutions, the performance of scientific publications, the R&D expenditures made by higher education and the university-industry cooperation variables were taken as the basis. As a result of the application, it was determined that each variable representing higher education has a bilateral causality relationship in the short term with the Global Competitiveness Index representing global competition.

The purpose of this study was to investigate Mor Hom natural dye using a qualitative research approach and local knowledge. Relevant primary and secondary data were collected through in-depth interviews with three sets of key informants, including community scholars, natural-dyed Mor Hom clothing businesses, and academics, and a participatory observation procedure involving a total of 15 participants from five local wisdom areas in Phrae province, Thailand. The content analysis revealed that the natural dye Mor Hom is inherited from the progenitors through communion with the inheritors through narrating, remembering, following, trial and error, and testing until completed. In order to determine Mor Hom local knowledge from the respondent's implicit information, knowledge management technologies are required. In wisdom management, knowledge storage is demonstrated and organised using a method of learning by practise, learning from previous teachings, and studying from successful individuals in natural dyeing, or "best practice", to generate explicit knowledge. In addition, they were developing a knowledge management guideline for natural dyeing wisdom that the community could use to learn and share information. In addition, the local perception of the district is extremely conservative because Mor Hom represents Phrae when people discuss this region. For the community and all concerned parties, the outcome of this research is a handbook and an electronic book for managing the local knowledge of Mor Hom natural dyes.

This article discusses the impact of entrepreneurship education in socioeconomically disadvantaged contexts, emphasizing its perceived dynamic nature in reflecting personal values, social changes, and cultural differences (Lackéus, 2015; Loi et al., 2022; Berglund et al., 2020; Berglund & Johansson, 2007). The focus is on the implementation of the "Empreende Jovem Fluminense" (EJF) Program for high school students in poor communities in Rio de Janeiro. The EJF had the support of school directors, the State Department of Education, and a non-governmental organization serving children and adolescents at risk. A case study using content analysis was conducted to analyze speeches from school principals, coordinators, students, teachers, parents/guardians, and NGO representatives. The study found that the main contribution of education for entrepreneurship in disadvantag/ed contexts was the development of non-cognitive skills that can impact academic performance and job market outcomes. The program's location on university premises also broadened the educational perspectives of the participants. Overall, the EJF is believed to be highly beneficial for the professional development of its participants.

This study aimed to determine the relationship between primary school students' critical thinking and entrepreneurial tendencies. The relational screening model was used. Three hundred seventy-three primary school students participated in the research. The data were collected with the "Critical Thinking Tendency Scale for Primary School Students" and the "Entrepreneurial Tendency Inventory for Children". In the analysis of the data, descriptive statistics, t-tests, correlation, and regression analyses were applied. According to the findings, primary school students' critical thinking and entrepreneurial tendencies were high. While critical thinking tendencies did not differ significantly by gender, entrepreneurial tendencies showed significant differences. Critical thinking and entrepreneurial tendencies did not differ significantly by grade level. A high positive correlation was found between the critical thinking tendencies of primary school students and their entrepreneurial tendencies. It was determined that students' critical thinking tendencies significantly predicted their entrepreneurial tendencies. As a result, it can be said that students' critical thinking tendencies affect their entrepreneurial tendencies at a high level and positively.

Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students' final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.

The present study investigated freehand cutting technique in dressmaking as an entrepreneurial skill among secondary school students for sustainable development in Port Harcourt Metropolis. The researcher employed a descriptive survey research design. The study was conducted in Port Harcourt, Rivers State. The population for the study included all students in eight government secondary schools in Rivers State. A sample of 25 students was randomly selected from each of the schools, resulting in a total of 200 respondents. The researcher created a self-made questionnaire. The results emphasized the importance of teaching freehand cutting technique in dressmaking in secondary schools, as well as the need to provide Nigerian youths with training in various skills, such as creativity and innovation, entrepreneurship skills, managerial experience, and record keeping.

This paper examined the available literature on persons with disabilities (PWDs) in Nigeria with respect to empowering them through entrepreneurship. Using the integrative review research method, this paper highlighted some of the barriers faced by PWDs in becoming successful entrepreneurs as well as offered possible solutions/strategies to overcome these barriers. Three databases were searched with search terms carefully coined to generate relevant results. Based on the available literature, the idea of empowerment for the disabled in Nigeria varies across religious and cultural diversity. Empowerment could mean a mandatory religious practice of giving alms ("Zakat") to the most deserving individuals. It could be used as a political tool by people in government offices. Empowerment obliges privileged people to remember the less privileged and disabled in the society. Some of the common barriers faced by PWDs in venturing into entrepreneurship were found to include a lack of entrepreneurial education, discrimination, difficulty in raising start-up capital, and poor enactment/implementation of legislation among others. However, potential solutions to these challenges were found to include the enactment and enforcement of legislation favourable for PWDs to thrive in entrepreneurship, educational investment, provision of accommodating environment, adequate financing, and provision of assistive technology among others. Nigeria still has a long way to go in assisting PWDs to achieve their full potential. Empowerment of PWDs should come in the form of entrepreneurial education with which they can learn to become self-reliant and financially independent.

This study aimed to investigate the entrepreneurial intention correlates among high school students with neurodevelopment disorders. The study was conducted using a correlational survey research design. The research data were collected from one hundred college students diagnosed with neurodevelopmental disorders through a questionnaire. The study findings indicated that these students with neurodevelopmental disorders' attitudes, subjective norms, and perceived behavioral control were significantly linked to their entrepreneurial intention. The results of this study demonstrate the significance of the Theory of Planned Behavior in analyzing the entrepreneurial intention of Nigerian high school students diagnosed with neurodevelopmental disorders. Career counselors must assist students with neurodevelopmental disorders to identify the skills or resources needed to succeed as entrepreneurs. Career counselors should guide them in mitigating any difficulties they might experience in finding an appropriate business venture that considers the severity of their disability.

The research focused on how university students in Lagos State may improve their entrepreneurship abilities through creativity and critical thinking. Survey research design was used. The study's population was 114, which included 14 Home Economics teachers teaching Food and Nutrition courses, 40 Senior Staff of Nigeria's Small and Medium Enterprise Development Agency, and 60 Home Economics students. There was no sampling since the population was small. For data gathering, a questionnaire was employed. The data were examined using mean and standard deviation. Findings revealed that in-service training for lecturers, proper integration of practical with theory in teaching foods and nutrition, and curriculum review in foods and nutrition programs to instil entrepreneurial skills that will meet the needs of students, among others. The difficulties in acquiring entrepreneurial skills via creative and critical learning included the fact that most higher institutions do not have foods and nutrition laboratories, and there are few vocational foods and nutrition specialists. Findings also revealed that arousing attention and retention among university students by presenting learning objectives through qualified lecturers, facilitating students' awareness of the expected learning outcomes, and providing learners feedback on exercises and activities carried out in the food laboratories are ways of reducing challenges to enhancing entrepreneurial skills through creativity and critical thinking. The recommendation includes that there should be regular training and re-training programs for Food and Nutrition teachers in the form of seminars and workshops.

In today's world of quick change, encouraging entrepreneurship and innovation in higher education has become increasingly important. This article examines how universities help students cultivate an entrepreneurial attitude, acquire useful skills, and build environments that encourage aspiring businesspeople. The introduction of the paper provides a backdrop and justification for encouraging innovation and entrepreneurship in higher education, underlining the societal and financial advantages of developing entrepreneurial ability. The paper's goals are then detailed, placing particular emphasis on the need to look at how entrepreneurship and innovation are defined, investigate powerful pedagogical techniques, talk about ways to build thriving ecosystems and gauge the effectiveness of entrepreneurship education. The paper dives into the definitions of entrepreneurship and innovation, highlighting their connections and importance in the context of higher education. In addition to advocating for a mindset that fosters innovation, risk-taking, and problem-solving, it addresses the significance of integrating entrepreneurial education across disciplines. The paper goes on to discuss the pedagogical strategies, such as experiential learning, real-world applications, and the growth of critical thinking and problem-solving skills, that help students build their entrepreneurial skills and mentality. Another important issue that is covered in the study is the development of ecosystems that encourage innovation and entrepreneurship. It places a focus on creating entrepreneurship centers and incubators within universities, involving alumni and business networks, and easing access to funds and resources. It is highlighted that partnerships and collaboration between businesses, government, and community organizations are efficient ways to encourage entrepreneurship and innovation. The report also addresses the evaluation of learning outcomes, venture development, and creativity, as well as the assessment of the impact and efficacy of entrepreneurship education. Risk aversion, entrepreneurship integration into academic culture, and diversity and inclusion issues are some of the difficulties and impediments to boosting entrepreneurship and innovation. Insights into case studies and best practices from various institutions are provided in the paper, demonstrating successful initiatives that have produced fruitful results. In order to improve the efficacy of entrepreneurship and innovation in higher education, it finishes by summarising the main findings and highlighting the significance of continued study, collaboration, and sharing of best practices. Higher education institutions can better equip students to navigate a world that is always changing, stimulate economic growth, and have a good impact on society through encouraging entrepreneurship and innovation. This report offers insights, suggestions, and motivation for upcoming endeavors to policymakers, educators, and stakeholders interested in fostering entrepreneurship and innovation in higher education.

Many factors in teaching chemistry influence students' soft skills and learning motivation. An attractive model is important in determining students' success in chemistry learning. This research aims to determine the level of soft skill abilities and students' learning motivation in implementing chemoentrepreneurship through project-based learning. The research methodology is quasi-experimental. In this study, 60 students were randomly selected from 162 MIPA class students who were grouped into 30 students in the experimental class and 30 in the control class. To determine the level of students' soft skill abilities and learning motivation, a survey was conducted on their learning activities. The N-gain value of learning motivation in the experimental class and control class was obtained at 0.68 and 0.40 (medium), while the N-gain value of soft skills was obtained at 0.63 (medium) and 0.28 (low). The percentage of learning motivation and soft skills in the experimental class with an average post-test of 84.68% and 80.54% (high), while in the control class with an average post-test of 73.53% and 68.33% (medium). The student soft skill and learning motivation hypothesis test findings show a substantial difference between the experimental and control classes.

The research aims to determine the effect of Arduino-based E-STEM education on entrepreneurship skills and STEM attitudes of 4th-grade students within the scope of science and social studies education. This research was designed within the framework of the nested pattern of the mixed research method. "Single group pre-test-post-test experimental design" was used in the quantitative phase of the research. The sample consists of 20 fourth-grade students. "Science-Based Entrepreneurship Scale", "STEM Attitude Scale," and "Semi-Structured Interview Form" were used as data collection tools. The qualitative data obtained were analyzed with content analysis, and the quantitative data were analyzed with the SPSS 26.00 package program. When quantitative data were analyzed, It was determined that Arduino-based E-STEM education increased students' entrepreneurial skills (Z=-2.507, p: 0.012) and had a positive effect on their attitudes towards STEM (Z=-3.060, p: 0.001). When qualitative data were analyzed, the students reported growing interest in engineering and technology-related careers. They described how engineers use engineering design processes in the project preparation process, collaborate and support one another, take on responsibilities for the team, and feel a sense of accomplishment when the team succeeds.

This paper is a systematic review of empirical research on "tourism problems and entrepreneurship development" in the context of Vietnam. Its significance and urgency rest upon a prolonged and immense decline in Vietnam's tourism revenue due to COVID-19 pandemic restrictions and its stagnation of tourism recovery. The systematic review methodology provides rigorous procedures to achieve reliable and accurate results. Besides evaluating and identifying gaps in existing studies, tourism problems are discussed, and coherent resolutions are provided. As a result, a holistic picture of current studies and relevant approaches to tourism entrepreneurship development in Vietnam is projected.

The aim of this study was to investigate whether there is a statistically significant mean difference in various entrepreneurial tendencies (including the need for achievement, need for autonomy, creative tendency, calculated risk-taking, and internal locus of control) between student-teachers who have received university entrepreneurship education (Bachelor of Education in Commerce) and those who have not (Bachelor of Education in Adult and Community Education) at the School of Education, University of Dar es Salaam. The study focused on a total sample size of 36 participants, utilizing an independent sample t-test (two-tailed) to compare mean differences. Given the limited sample size, the study's findings are applicable only to student-teachers at the Bachelor's degree level at the School of Education, University of Dar es Salaam, Mwalimu Julius Nyerere Mlimani Campus. Except for the need for autonomy, no statistically significant mean difference was observed among the target population. The study recommends further research to investigate the reasons behind the statistically significant mean difference in terms of the need for autonomy between recipients and non-recipients of university entrepreneurship education at the study location.

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs' challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective. [The page range (304-318) shown on the .pdf is incorrect. The correct page range is 304-319.]

The chance to start your own business is appealing when the labor market experiences a slump in the current crisis scenario. The factors that affect sustainable entrepreneurship were examined in this study. The factors contributing to an entrepreneur's success, including successful intelligence, social skills, and entrepreneurial personality, were examined. In the causal relationship study, we used a questionnaire designed specifically for small and medium-sized business owners. We used multiple regression methods to analyze the data on a five-point Likert scale we collected. The findings demonstrate a strong positive relationship between entrepreneurial success, successful intelligence, and entrepreneurial personality. However, no connections between social skills and building a sustainable business have been made. The causes are rooted in culture. From the viewpoints of academics, practitioners, and policymakers, it has practical ramifications. Aspiring businesspeople can use the outcomes to guide their decisions. To better understand how personality factors affect the viability of recently created firms in emerging nations, this study is unique.

The purpose of this study was to synthesize the literature that has been established on the interrelationship of "knowledge spillovers and entrepreneurial ecosystem" through a systematic literature review. The query strings generated 85 articles, of which 51 were selected for final review. The analysis was performed using MySLR software that uses the Latent Dirichlet Allocation (LDA) method, and the effectiveness was measured through the perplexity score and coherence value of the topics. The results reveal that although a plethora of literature is available on these two topics individually, the mutual relationship between these two concepts is understudied. A stronger research interest was observed after 2018 which indicates the infancy of the topic as a whole, which is yet to be explored and empirically tested, specifically in developing economies. Most of the research was focused on the role of universities, innovation, geographic dynamics and policies with respect to entrepreneurial ecosystems. Results reveal the disparity of knowledge spillovers with regard to other contributors; significantly lesser attention was paid to its role in relation to the entrepreneurial ecosystem. Along with critical analysis and synthesis of literature, future directions have also been presented in the paper.

Entrepreneurship Development in Higher Education (EDHE) conferences and students' entrepreneurial intervarsity competitions have brought awareness and insight to students, academics, and other higher learning institution (HEI) stakeholders to the value that entrepreneurship can provide them and their communities. A reflective practice account on entrepreneurship development interventions at a South African health sciences university was conducted using a qualitative ethnography research method and living theory. This study reflects efforts in integrating entrepreneurship at a university that does not offer management and economic sciences. The method was to benchmark and emulate occurrences at universities leading in entrepreneurship and the use of qualitative inputs from the EDHE. Integration of entrepreneurship into the mainstream university core functions is grounded in futuristic curriculum theory which recognises the necessity of re-organising current needs to meet future global changes and trends, traverse existing circumstances, and the imagined future and challenges. The current South African environment is faced with high unemployment, especially of the youth. This has also necessitated HEI to review their graduate attributes and refocus students' mindsets towards entrepreneurship. Entrepreneurship education can be demonstrated through business start-ups and incubation initiatives that might provide the missing gaps for growing an entrepreneurial university. This article presents views, challenges and experiences on the implementation of an entrepreneurship incubator at a health sciences university in South Africa.

Graduate transitions and pathways do not naturally involve moving smoothly or sequentially from education into the world of work. Instead university graduates move through employment, entrepreneurship, unemployment and continued further education as they generate livelihoods. For African universities to be student-centred, with a focus on student development and success, the nature of these livelihood pathways must be examined in order to provide appropriate and relevant training and transition support. This article uses quantitative and qualitative data from African graduates who received a scholarship to complete their degrees at 21 universities (nine in Africa and 12 from other countries). Their post-graduation pathways are mapped and explored to determine how graduates generate livelihoods. The findings show that a minority of African graduates move smoothly from education into employment, and that for the majority, pathways are multidimensional and complex. While some move into the world of work with ease, most develop portfolios of income. By developing initiatives based on these findings, universities can help graduates navigate the challenges of income diversification, provide them with the necessary skills and resources, and foster a supportive ecosystem that encourages entrepreneurial thinking and diversified career paths.

The university environment provides a good context for entrepreneurship education. With the vigorous development of entrepreneurship education, educators and scholars have shown increasing interest in the significant role entrepreneurship education plays in higher education. As a result, the effectiveness of entrepreneurship education has quickly become a popular topic. However, it is often not easy to evaluate entrepreneurship education programs, which are designed for medium- and long-term outcomes. It is essential to develop alternative assessment tools that do not traditionally assess only knowledge. The study aims to adapt the multidimensional measurement tool for assessing university students' entrepreneurial skills, knowledge, attitudes, and mindsets. While the scale was translated into Turkish, face and content validity were proved. The data was gathered from 572 university students. Confirmatory factor analyses were employed to assess the construct validity of the measure. The Turkish Entrepreneurship Education Self-Efficiency Scale was obtained with three main dimensions and 38 items. Its Cronbach's alpha, Spearman-Brown correlation, and composite reliability coefficients are 0.95, 0.86, and 0.98, respectively. Furthermore, the study found that the entrepreneurship education scores of the participants were significantly related to their gender, field of education, volunteering, work experience, experience of starting or running their own business, and entrepreneurship education. The effect size of these variables differs, and the experience with self-employment has the greatest influence on entrepreneurship education.