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The aim of the present study was to analyze entrepreneurial competency training in the curriculum of the bachelor of physical education (BPEd) in universities in Iran. The statistical society consisted of all bachelor's degree programs in the field of physical education in Iran from 2017-2018 including humanities, biology, and sports sciences programs with a total number of 363 courses sampled by a census. To select them, the purposive sampling method in the entrepreneurs section and census sampling method in the educational technology course syllabus section were used. The research tool in this study was a semi-structured interview and a content analysis checklist. Initially, interviews were carried out with 12 entrepreneurs to extract entrepreneurial competencies. Then, based on their competencies, a content analysis checklist including 46 entrepreneurial competencies was designed in a subset of six categories. The validity of the content analysis checklist was evaluated and approved by entrepreneurship and higher education experts. The reliability of the checklist was also calculated by using William Scott's method as equal to 88%. The findings showed that the degree of existence of entrepreneurial competencies among curriculum headings in bachelor's degree programs of physical education in Iranian universities is not in a desirable condition. In addition, it was found that in the curriculum headings in bachelor's degree programs of physical education, managerial entrepreneurial competencies are highly concerned, whereas entrepreneurial opportunity creations competencies, entrepreneurial attitudes, and entrepreneurial knowledge are least taken into consideration.

Background: Given the advent of information and communication technology, a new approach, called mobile learning (m-learning), has been introduced in the higher education system. The present study aimed to investigate the effective components in the implementation of m-learning among student teachers. Methods: The current work is a cross-sectional study. The data collection tool was a researcher-made questionnaire whose validity and reliability were confirmed. The statistical population consisted of all the male and female student teachers at the Farhangian University of Yazd in 2020, who were selected using the random sampling method. The questions were analyzed with the t-test and independent t-test. Results: The mean±SD of the effective components in the implementation of m-learning, including hardware component status (2.44±1.498), software component status (2.48±1.544), content component status (2.39±1.451), manpower component status (2.35±1.041), and financial resources component status (2.38±1.459), were not sufficient among student teachers from the point of view of the male and female students. Furthermore, there was no difference among the student teachers based on gender in terms of effective components in the implementation of m-learning (P>0.05). Conclusion: According to the obtained results, policymakers and educational planners of Farhangian University need to provide a necessary basis for the implementation of m-learning according to the components in the present study. [ABSTRACT FROM AUTHOR]