Meta-Analyzing Experiential Game-Based Learning in Entrepreneurship Education

The purpose of this study is to explore the impact of social learning in entrepreneurship education conducted by the universities on the development of entrepreneurial behaviors of the course participants. Primary data are collected from 185 students of extension courses on entrepreneurship offered by three Sri Lankan universities namely, University of Colombo, University of Sri Jayewardenepura and University of Moratuwa. According to the factor analysis result, social learning process comprised four factors, namely attention, retention, motoric reproduction and motivation. The results show that social learning exists in entrepreneurship education and it positively impacts the development of entrepreneurial behaviors namely planning activities, establishing legitimacy and market behavior. Specially, motoric reproduction was found to be significant predictor of all three entrepreneurial behaviors. Further, entrepreneurs shall engage in social learning in entrepreneurship education to develop their entrepreneurial learning. The research provides important insights to the higher education sector in framing the delivery of its entrepreneurship courses to ensure effectiveness in entrepreneurship education. Nevertheless, this study affirms the existing arguments on the association between social learning and entrepreneurship development through a quantitative analysis.

Experiential learning in entrepreneurship education: A systematic literature review

The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.

PurposeThe study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.Design/methodology/approachA scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.FindingsEducators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.Originality/valueThis study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

PurposeThe purpose of this paper is to present a prospective entrepreneurship training model based on experiential learning which will enable the “production” of small business owners or entrepreneurs which is not being achieved by the current methods.Design/methodology/approachThis is a conceptual paper. It analyses the current approaches in use, identifying inherent weaknesses and the gaps that need to be filled. Through literature reviews and case cites it provides a model that integrates experiential learning into entrepreneurship education.FindingsThe paper shows that appropriate experiential training can truly be integrated into entrepreneurship education in South Africa as in disciplines such as engineering or nursing.Research limitation/implicationsThe model needs to be test implemented to find its efficacy. Just like any model, it may need refinement.Originality/valueThe prospective model is an attempt to produce entrepreneurs and small business owners. This is critical in South Africa where entrepreneurs/business start‐ups are in critical shortage. No known study on work integrated learning (WIL) in entrepreneurship in higher education has been conducted in South Africa or such a model presented.

Entrepreneurship education acknowledges more and more the value of learner-centered approaches. This chapter seeks to contribute to this development by applying the concept of self-regulated entrepreneurial learning (SREL) to support nascent entrepreneurs in better dealing with new and uncertain situations. Additionally, the authors propose a blueprint of an entrepreneurship training intervention that fosters SREL. Using a quasi-experimental design, they compare the effects of this SREL training with two different venture development workshops. This research demonstrates that participants in SREL training significantly increased their SREL capabilities.

This research was conducted at SMK N 2 Padang which aims to implement the e-commerce system as a learning medium for entrepreneurship education in order to increase the potential of students in entrepreneurship according to the chosen field of expertise. As well as preparing students to compete in the world of work and be able to open their own jobs by utilizing technology in the form of internet networks. The method used in this study is a Research & Development (Development Method) with a waterfall development model. This model consists of several stages including the planning stage, the software needs analysis stage, the software design stage, the implementation stage, and the maintenance stage. With the existence of an e-commerce system as a medium of learning in entrepreneurship education, students can understand business processes that utilize the internet network, be it the production process, the marketing process, or the transaction.

Entrepreneurship education has long been advocated to promote entrepreneurial career choice among young adults in developing countries such as Ghana. Drawing on the theory of planned behavior, we developed a moderated-mediation model in which entrepreneurship education related to entrepreneurial career choice through opportunity recognition. We proposed that this association is conditional on individual agency. A total of 446 undergraduate students who have completed entrepreneurship courses in Ghana were recruited to test the research hypotheses. The results showed a positive relationship between entrepreneurship education and entrepreneurial career choice. We also found a partial support for the moderated-mediation, in which the positive effect of entrepreneurship education on entrepreneurial career choice via opportunity recognition was moderated by individual agency. By extending empirical evidence beyond developed economies, this study enhances the contextual understanding of entrepreneurship and career decisions among young adults in sub-Saharan Africa. Theoretical and practical implications are discussed.

Given the persistent challenges in promoting pro-environmental behavior and student engagement in higher education, particularly in environmental courses, this study examines the effects of creative teaching strategies—specifically icebreaker games and activities—on cognitive understanding, attitudes, and pro-environmental behaviors among first-year university students in environmental education. Grounded in the Green Competency framework and game-based learning theory, the study addresses an empirical gap concerning the sustained impacts of active learning approaches. A Solomon four-group experimental design was employed with 200 students enrolled in the Environmental Society course at Rajamangala University of Technology Thanyaburi (RMUTT). Pre- and post-tests assessed changes across the three learning domains. ANOVA and Scheffé post hoc analyses revealed statistically significant improvements in cognition, attitudes, and behaviors among students exposed to the intervention, particularly those receiving both pre-testing and innovative instruction. Regression analysis indicated that cognitive understanding was the strongest predictor of pro-environmental behavior (β = 0.531, p < 0.001), while demographic variables showed no significant influence. The findings demonstrate that well-designed icebreaker activities can enhance student engagement and foster lasting behavioral change when aligned with course objectives. This study contributes to the sustainability education literature by linking active pedagogy, emotional engagement, and behavioral outcomes and offers practical implications for student-centered curriculum design in higher education.

The scientific research program of a knowledge‐centered systems‐oriented approach to socio‐scientific conceptualization is invoked here to develop a broader concept of human sustainability. Knowledge‐induced fields are shown to arise from the process‐oriented methodology of an interactive, integrative and evolutionary (IIE) worldview of continuous learning. Such a process is found to give rise to a unique theory of generalized systems with a universal paradigm and application that are premised on the epistemology of unity of knowledge. We discuss the validity of this model for human development as objectified by the concept of a well‐being criterion function with extensive complementarity among the variables and relations embedded in this criterion. The underlying epistemology of unity of knowledge and a unified worldview is thus shown to yield a substantively new concept of human sustainability, particularly relating to issues and curriculum design in higher education and their socio‐scientific implications.

Curriculum Design in Higher Education:

Purpose This study aims to explore the integration of mandala thinking and multisensory techniques into advanced dessert design courses, investigating how these innovative pedagogical approaches enhance students’ creative and aesthetic skills. The research seeks to address the evolving needs of higher education in the face of technological and pedagogical disruptions. Design/methodology/approach The study employs a mixed-method approach, including a detailed literature review, implementation of mandala thinking and multisensory methods in the course curriculum and quantitative analysis of student outcomes. Data were collected through pre- and post-course assessments, focusing on students’ creativity and aesthetic competencies. Findings The integration of mandala thinking and multisensory design principles significantly improved students’ creative and aesthetic skills. The findings demonstrate that these methods effectively enhance the educational experience in culinary arts, offering a novel approach to curriculum design in higher education. The study highlights how these innovative techniques can address current pedagogical challenges and improve student engagement and performance. Practical implications Integrating mandala thinking and multisensory techniques can significantly enhance creativity and engagement in higher education, offering a practical model for modernizing pedagogical practices and addressing current educational challenges. Originality/value This research contributes to the field by applying mandala thinking and multisensory techniques to advanced dessert design, an area not extensively covered in existing literature. It provides a unique perspective on enhancing educational practices in the culinary arts, reflecting the broader trends of incorporating innovative pedagogical strategies in response to disruptive educational challenges.

The study aimed to design and analyze the three-layer structure of themes (comprehensive, organizing, and basic) in the ecotourism curriculum with a focus on promoting environmental literacy in higher education. This exploratory mixed-method study was conducted in two phases: qualitative and quantitative. In the qualitative phase, semi-structured interviews were conducted with 18 experts and faculty members in ecotourism, tourism, and curriculum studies. The data were analyzed using network-based thematic analysis. In the quantitative phase, data were collected from 384 experts, graduates, and postgraduate students using a structured questionnaire. The data were analyzed through confirmatory factor analysis and structural equation modeling using SPSS and SmartPLS. Qualitative findings identified five comprehensive themes: learning perspectives, the body of ecotourism knowledge, teaching–learning strategies, learning assessment and monitoring, and environmental competencies and skills. Confirmatory factor analysis validated 20 organizing themes and 76 basic themes. Model fit indices (NFI=0.968, GOF=0.557, SRMR=0.002) confirmed the structural soundness of the three-layer framework. Significant positive correlations were found among all themes and the environmental literacy–based ecotourism curriculum. The three-layer thematic framework provides a coherent model for ecotourism curriculum design in higher education. By integrating environmental literacy principles, it fosters deeper learning, responsible environmental attitudes, and enhanced ecological competencies among students. The model can be effectively applied in other interdisciplinary fields such as environmental management and sustainable tourism education.

This research aims to explore the significance of teaching methods and curriculum design in college education.It looks into how different teaching approaches and course structures impact students' learning and engagement.Firstly, it compares traditional and modern teaching methods to see how they affect learning and their applicability across subjects.Secondly, it investigates both traditional and innovative course designs, analyzing their influence on student engagement among different groups.Additionally, it delves into how innovative course design can address the needs of modern higher education and improve student engagement and learning outcomes.Lastly, it suggests ways to encourage innovation in teaching methods and curriculum design, stressing their importance for student learning, and proposes future research and educational policies to enhance the adaptability of the education system.Modern teaching methods prioritize students' autonomy, fostering innovative thinking, while traditional methods emphasize systematic teaching, facilitating gradual knowledge acquisition.Innovative course designs, compared to traditional ones, create a more positive learning atmosphere, foster closer teacherstudent bonds, blend online and offline elements, and feature open and engaging content, enhancing student participation and improving learning outcomes.Therefore, it is important to move the curriculum design course design time forward to advance at the same time as the theory course.Following the principles of open-ended questions and real-life situations, students are guided to combine their personal interests in choosing topics within the scope of preset course themes, and strive to be close to reality and innovative.A progressive problemsolving approach is adopted, and a system of phased reporting and seminars is established to ensure effective interaction between teachers and students and to realize a healthy rolling of the learning environment.Follow the principle of developmental assessment, encourage innovative thinking, and stimulate student participation through continuous, multi-dimensional performance assessment.Integrate multiple teaching methods and use multiple teaching tools to ultimately ensure that the course design achieves the desired results of innovation orientation.

<ns2:p>Competency-based curriculum design in higher education has currently gained relevance in vocational training as a productive technique due to the urgent need to prepare citizens capable of facing the challenges of a globalized world. In this context, training modules become a transcendental didactic strategy for organizing learning around observable, relevant, and contextualized outcomes. However, in multicultural societies such as ours, it is essential to incorporate an intercultural approach in curriculum design and training modules to ensure their social relevance, equity, and recognition of the cultural diversity of the country and the region. This article reviews the literature on the design of training modules from a competency-based curriculum approach, emphasizing the contributions and challenges of the intercultural approach.</ns2:p>