Educational Technology Usage in higher Education Institutions: A case study

Purpose: The purpose of this study is to determine whether innovation and entrepreneurship activities are being adopted by higher education institutions (HEIs) in developing countries and specifically in Oman. It aims to explore the entrepreneurial ecosystem at HEIs and understand the support and challenges facing those institutions in order to promote entrepreneurship, innovation, and to spill-over of knowledge from universities’ campus to the market. Design/Methodology/Approach: A combination of semi-structured and in-depth interviews was used to gather the data, and one-sample and independent-sample t-tests were used to analyse the data. The study’s results confirmed that all variables contributed to enhancing entrepreneurship and innovation activities in HEIs. Findings: This study’s results confirmed that all variables contributed to enhancing entrepreneurship and innovation activities in HEIs. However, the findings reveal that HEIs failed to support some activities regarding access to finance, programmes and support activities, and policies and guidelines for promoting entrepreneurship and innovation in their education system. Research Limitations/Implications: The findings of this study can be used as a map plan for universities in developing countries to provide the necessary actions to support innovation and entrepreneurship activities. HEIs can utilise the findings of this research to collaborate with external parties to facilitate students’ commercialisation to the market. Originality/Value: This study fills the knowledge gap by exploring the entrepreneurial ecosystem components in developing countries and enabling a better understanding of the challenges faced by innovation and entrepreneurial activities. Keywords: Entrepreneurship; Innovation; Higher Educational Institutions; Entrepreneurial Ecosystem; Oman. Citation: Al Shukaili, A., Mohd Kassim, N., Al Alawi, A., Al Kindi, K.S.A., Khairnnas, R. and Al-Riyami, S. (2025): The Roles of Higher Education Institutions (HEIs) in Supporting Entrepreneurship and Innovation in Developing Countries: Evidence from Oman. World Journal of Entrepreneurship, Management and Sustainable Development, Vol. 21, No. 1, pp.19-45.

The development of modern information-communication technologies has enabled the development of electronic knowledge distribution channels that expand the effective level of general and specialist education. This trend is also present in higher education because higher education institutions and institutes increasingly rely on the use of modern information-communication technologies in their operations. The effects of the use of personal computers, the Internet and global social networks are multiple in the higher education system as well. In the process of acquiring new knowledge, developing creativity, as well as ensuring greater activity in the process of education, new learning technologies, with the use of multimedia systems, created the prerequisites for the engagement of all individual and collective resources. The most important source of the state’s competitive advantage is the ability to educate and retain highly educated personnel in the field of information technologies. From that aspect, the paper discusses information technologies as a scientific discipline and general conditions for education in the field of information technologies. The impact of technical and pedagogical changes on education in this area is analyzed with particular attention. It is known that information technologies are suitable for vocational education, and the modern environment sets specific requirements regarding the applicability of knowledge acquired in higher education institutions. The dynamic and turbulent market emphasizes the applicability of knowledge as a key requirement in the educational process. These short researches propose new educational modules that should structure teaching in the field of information technologies in accordance with the global demand in this sector. Every society strives for a more efficient and economical system of education, and therefore the issue of the use of new information technologies in education comes down to the problem of creating a theoretically ideal model of the use of these technologies at all levels of education and work.

Sustainability assessment of the service operations at seven higher education institutions in Brazil

Higher Education institutions have the challenge of including flexible and open methodologies for learning, which allow to take advantage of the educational potential of Information and Communication Technologies (ICT). An example of that is the Personal Learning Environments or PLEs emerge as a pedagogical approach strongly tied to digital tools. The objective of this article is to finalize the profiles of higher education students in relation to their perception of the digital tools they use for their learning strategies. Thus, this research corresponds to a quantitativedescriptive design of transversal cut. A survey-type technique was used to collect the data. The present study was applied with the sample was 376 students. It was found the students who prefers traditional Tools for learn and the student use the digital tool for search information but not to create and share. The higher education institutions need to generate scenarios for the training of students and offer opportunities to build knowledge to take advantage of the use ICT

The full-scale russian invasion of Ukraine placed higher education institutions (HEIs) under unprecedented and immense challenges, demanding adaptive responses across all dimensions of academic life. This study aimed to explore how Ukrainian higher education institutions have contributed to the development of students’ soft skills during the dual crises of war and the pandemic. To achieve this aim, the research employed a multi-method qualitative design that combined document analysis, NVivo-assisted content coding, and comparative case study methodology. Data sources included institutional policies, national guidelines, international frameworks, and scholarly publications. This triangulated approach enabled an in-depth understanding of how Ukrainian universities conceptualised and implemented soft skills development in response to systemic crisis. Among the major demands, wartime education requires the enhancement of students’ soft skills  non technical transferable abilities such as emotional resilience, adaptability, communication, critical thinking, teamwork, and self-management. The article sought to trace the changing role of Ukrainian HEIs in fostering such competencies under conditions of war, forced migration, psychological distress, and digitalised education. Drawing on theoretical insights from 2020 to 2025 regarding institutional strategies that support students’ socio-emotional development in online and hybrid learning environments through community engagement and integrative curricular design, the study also pays special attention to psychological services related to inclusion and peer mentoring for student well-being, as well as civic responsibility. It analyses the correlation between wartime academic persistence and the development of soft skills, placing particular emphasis on institutional resilience and innovative leadership. By reviewing these emerging practices in Ukrainian universities, including case examples from several national HEIs, the article offers practical recommendations for integrating soft skills training into the core mission of universities in times of crisis

The integration of Ukraine into the European educational space involves strengthening the requirements for the quality of professional training of future specialists. The main task is to create all the conditions for learning, personal and professional development of students, to ensure the effective formation of their professional competence, regardless of the modern challenges and dangers faced by society in the 21st century. Currently, higher education institutions have a dilemma: are they able to move away from the traditional academic style of teaching to innovations, to focus not on knowledge and skills, but to ensure the process of forming the competence of the future specialist. Considering the circumstances, digital technologies are becoming more and more widespread, and in scientific publications there is a debate about the effectiveness of their use in the educational process of higher education. The integration of digital technologies in higher education creates new opportunities for both students and teachers, making learning more interesting, dynamic, visual, etc. The advantages and features of the use of remote technologies to improve the quality of professional training of future specialists in the conditions of a mixed form of organization of the educational process in institutions of higher education, which creates new conditions of learning and cooperation for all participants of the educational process, are considered. The most promising technologies of distance learning are characterized, which have important advantages, taking into account the peculiarities of the professional training of future specialists in the conditions of mixed learning in institutions of higher education. Such technologies include: gamification of the process of professional training of future specialists, quest technologies, cloud-based learning technologies, intelligent information systems in education, mobile learning technologies, immersive technologies. Currently, in the conditions of modern existence and development of society, innovative technologies are offered to higher education seekers, which gradually replace traditional methods of learning and ensure flexibility and quality of the educational process. We see the prospects for further research in the improvement of the educational process by determining the optimal ratio of classroom and remote components in the conditions of a mixed form of education in the process of developing the professional competence of future specialists and developing appropriate educational and methodological support.

ABSTRACTOver the past decades, the development of knowledge-based and innovation-led economy has gained the attention of higher education (HE) institutions. The Quadruple Helix Model of the relations amongst universities, industries, government and society provides a general framework for systematically investigating the dynamics of innovation amongst these agents. However, knowledge about their influence on cross-boundary cities is limited. The ways in which HE institutions bridge different innovation systems also remain unknown. This study thus examines the innovation systems of two neighbouring cities along the border, namely, Hong Kong and Shenzhen, and their multidirectional innovation cooperation. Research findings suggest that the two innovation systems differ in terms of the unequal role of the agents. The systems seem mutually complementary in terms of HE capacity and industrial composition, and cross-boundary cooperation in HE sectors currently occurs through various means. This study sheds light on the development of and cooperation between cross-border innovation systems.

Purpose: The current paper explores the role of Higher Education Institutions (HEIs) in re-building post-war Sudan for sustainable development and peace resilience. Design/Methodology/Approach: The paper takes an empirical analytical approach used in light of theoretical framework applications relevant to the topic. A structured questionnaire (open questions) was designed via an online Google form. Research limitations: The designed questionnaire was only distributed to vice chancellors of Sudanese universities and Directors of Peace Centres affiliated to HEIs in Sudan as key informants. Findings: The role of HEIs in re-building post-war Sudan can be exemplified in the adoption of education for reconciliation programmes to foster co-existence and tolerance amongst different ethnic groups. Research and knowledge on the root causes of conflicts in Sudan should be undertaken and disseminated. Training and capacity building programmes should be designed to raise individuals’ and community awareness on conflict resolution. In addition, social cohesion and civic engagement, influencing public policies related to post-conflict recovery, networking and partnerships with development and peace building curators, local leaders and community outreach should be promoted. There must be peace building and resilience in addition to maintenance of the devastated environment and natural resources. Originality/value: This scientific contribution is an original research based on relevant concepts. The results of this contribution could be used by all Sudanese universities individually or collectively to take part in re-building Sudan after the war for sustainable development and peace resilience. Keywords: Sudan HEIs; Peace Resilience; Post-Conflict; SDGs; Sudan Post-Conflict. Citation: Abdalla, M. A., Makeen, M. A. and Mohammed, M. H. (2025): Putative Role of Higher Education Institutions (HEIs) in Re-Building Sudan Post-War for Sustainable Development and Peace Resilience. International Journal of Innovation and Knowledge Management in Middle East and North Africa (IJIKMMENA), Vol. 10, No. 1/2, pp. 81-91.

Purpose: development of recommendations for the study of security-oriented disciplines by students of higher educational institutions. Methodology: Analysis and generalisation of research results regarding the need of higher education students to study security-oriented disciplines. Results: In the conditions of modern warfare, knowledge and understanding of security issues are of critical importance for students of technical specialties. It helps them to be aware of the threats and risks associated with armed conflict and make the right decisions to ensure personal and collective security, and provides the necessary knowledge and skills to effectively respond to emergencies and save lives. Therefore, in the article: information on the state of higher education in Ukraine until February 2022 has been studied and summarised; the need of students of higher technical education to study security-oriented disciplines during the war was investigated; an expert survey was conducted among students who are studying for the Master’s and Bachelor’s degrees of two higher technical educational institutions – the State Higher Educational Institution “Donetsk National Technical University” and Kyiv National University of Construction and Architecture. It was established that about eighty percent of the respondents are in favour of mandatory study of security-oriented disciplines during martial law, as an opportunity to ensure their own safety and the safety of others, help others and be useful in war conditions. A new concept of civil security education in higher technical institutions under martial law from the point of view of studying individual disciplines is proposed, which consists of the following: improvement of training plans for higher education applicants. recommendations for students of technical higher education institutions to study the following disciplines (in order of priority): “Life safety”, “Occupational safety”, “Fire safety”, “Civil protection”, “Environmental safety”, “Psychology of hazards”. Mandatory courses for students on pre-medical care, psychological help for themselves and others, military training should be introduced. Scientific innovation: a scientific approach has been developed to clarify the new concept of civil security education in higher technical institutions under martial law. Practical significance: the results of the work can be used in the preparation of educational plans for applicants of higher technical educational institutions.

The advent of digital technology has instigated numerous modifications in the educational scene, especially in Engineering Graphics Design (EGD) instruction and learning. This study aimed to investigate the implementation of digital technology in EGD educational methods. To accomplish this purpose, the study investigated how digital technologies are integrated into EGD instructional strategies, identifying specific digital tools or software used to improve EGD teaching and outlining how these digital tools contribute to the learning process. Qualitative data was collected by conducting face-to-face semi-structured interviews with four EGD lecturers at a specific South African university. The gathered data underwent thematic analysis, utilising qualitative data analysis which found patterns, subjects, and categories through iterative code development. The study found that basic technology devices such as cell phones, laptop computers, photocopiers, and numerous other software are only half utilised. The research also found that these digital tools are primarily employed for information sharing rather than for interactive purposes, with lecturers citing inadequate infrastructure, low network coverage, and socioeconomic factors. The study suggests that educational institutions should; make investments in technological infrastructure, offer lecturers focused professional development, and guarantee access to essential digital tools to fully benefit from digital technology in EGD learning and teaching. By addressing these issues, instructors can successfully use digital resources to improve the students' technical proficiency, conceptual comprehension, and spatial visualisation.

Introduction. The transformation of design education in higher education institutions is driven by the growing demands of creative industries, the rapid integration of digital technologies, and the shift towards student-centered educational paradigms. These changes require reconsideration of traditional teaching models and emphasize the need for individualized learning approaches that correspond to the creative, project-based, and reflective nature of designers’ professional activity. Purpose of the article. To analyze the directions of transformation of professional training of designers in higher education institutions in the context of student-centered learning and to identify mechanisms for implementing individualization in design education. Research methods. The study employs methods of theoretical analysis and synthesis of pedagogical, design, and educational research; comparative analysis of international and domestic practices of design education; generalization of scientific approaches to individualization and student-centered learning; and abstraction and concretization to identify effective educational models and practices. Results. The key directions of individualization in design education are identified, including the formation of personalized educational trajectories, flexible choice of projects and specializations, and the use of digital platforms to support self-directed learning. The modernization of educational content through interdisciplinary integration, project-based tasks, and digital tools is substantiated. The transformation of teaching methods and forms is analyzed, highlighting studio-based learning, project-oriented, collaborative, and research-based approaches as core methods of contemporary design education. International experience from the United States, the United Kingdom, and European Union countries is examined, and possibilities for adapting these practices to the Ukrainian higher education context are determined. Originality. The study substantiates individualization of learning as an essential and systemic component of design education rather than an optional pedagogical strategy. It reveals the interrelation between design thinking, knowledge management tools, digital technologies, and individualized learning trajectories in forming designers’ professional autonomy, creativity, and adaptability. Conclusions and suggestions. It is concluded that the combination of flexible educational trajectories, interdisciplinary projects, digital technologies, and studio practices ensures the formation of competent, adaptive, and competitive designers. Higher education institutions in Ukraine are recommended to implement individualized and student-centered approaches, integrate digital tools, and adapt international educational practices to enhance the quality of professional training in design.

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The article defines the trends of digitalization in the training of teachers in the Republic of Poland. It concludes that modern education must keep up with the changing world by focusing on shaping teachers' digital competencies, personalizing teaching, using digital technologies and learning tools, actively implementing blended learning, lifelong learning, and project-based learning. By integrating and adopting these trends into the educational process in higher education institutions, future teachers will be better prepared for their future professional careers and will be able to respond to the challenges of the modern job market. Digital tools that influence the new role of the university include platforms and applications that facilitate distance learning and contribute to a paradigm shift in teaching and learning at higher education institutions. The article also explores the active use of Massive Open Online Courses (MOOCs) in the Republic of Poland. To achieve the research goals and objectives a combination of general scientific methods are used in the study, including theoretical methods such as analysis and synthesis to determine the main directions of research on the peculiarities of digitalization of teachers' training in Poland; empirical methods to study the regulatory and legal framework of the digitalization, the works of domestic and foreign researchers regarding the digitalization of teachers' training and education in general; and statistical processing of research results to obtain quantitative and qualitative data. Since the issue of digitalization trends in the training of teachers in the Republic of Poland is insufficiently studied, further research on the chosen problem is relevant and timely. It will contribute to adopting all the current positive trends in the educational space of Ukraine.

The universal expansion of digital technologies had an impact on the educational system, too. Schools and higher education institutions have a vital need to reorganize themselves and apply new technologies efficiently. At the same time, this process entails a number of challenges. This paper is devoted to studying the influence of digital technologies on the educational process. It dwells on two main issues: 1) what the features of educational process changes under the influence of technologies and the main stages of its evolution are; 2) what opportunities and problems are generated by active implementation of digital technologies in education. The methodology foundation of the research is comprised of a series of methods (analysis, synthesis and more) and approaches (systemic, conceptual and discursive). Three periods of technological integration are identified: 1) pre-digital, 2) implementation of personal computers, 3) Internet era; their specific features are analyzed. It is established that inflated social expectations were not always met with the implementation of each new technology. Actual use of devices was low, while teachers did not fully master the new tools. Technological changes outlined in the paper led to generation gaps and a change of philosophical and pedagogical approaches, whereas connectivism is gaining popularity nowadays. It is established that despite a number of opportunities provided by digital technologies in education (flexibility, inclusion and personalization), a series of problems emerges (inequality, confidentiality, safety), as well as some technical and socio-psychological challenges. A conclusion is made that the teacher’s figure cannot yet become a thing of the past and digital technologies are best used as a supplement to regular learning, not its replacement.

This study investigates the role of higher education institutions (HEIs) in strengthening social entrepreneurship ecosystems in Malang Raya, Indonesia. Using an explanatory sequential mixed-method design, quantitative data were collected from 100–150 respondents representing key ecosystem actors, including faculty members, students, social entrepreneurs, supporting institutions, and government stakeholders. Quantitative data were analyzed using Structural Equation Modeling (SEM) with LISREL software, while qualitative data from 15–25 key informants were analyzed thematically through in-depth interviews and focus group discussions (FGD). The study integrates Resource-Based View (RBV), Triple Helix Model, and Social Capital Theory to develop a comprehensive framework. Findings demonstrate that HEIs significantly influence ecosystem sustainability, although some relationships show non-significant effects due to external factors and institutional readiness. The study recommends implementing collaborative strategies based on the triple helix model and strengthening social capital to enhance the social entrepreneurship ecosystem. This research contributes to advancing community-based entrepreneurship theory and provides practical implications for policymakers and institutional leaders in Indonesia.