Forthcoming and Online First Articles

International Journal of Technology Enhanced Learning

International Journal of Technology Enhanced Learning (IJTEL)

Forthcoming articles have been peer-reviewed and accepted for publication but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

Forthcoming articles must be purchased for the purposes of research, teaching and private study only. These articles can be cited using the expression "in press". For example: Smith, J. (in press). Article Title. Journal Title.

Articles marked with this shopping trolley icon are available for purchase - click on the icon to send an email request to purchase.

Online First articles are published online here, before they appear in a journal issue. Online First articles are fully citeable, complete with a DOI. They can be cited, read, and downloaded. Online First articles are published as Open Access (OA) articles to make the latest research available as early as possible.

Open AccessArticles marked with this Open Access icon are Online First articles. They are freely available and openly accessible to all without any restriction except the ones stated in their respective CC licenses.

Register for our alerting service, which notifies you by email when new issues are published online.

We also offer which provide timely updates of tables of contents, newly published articles and calls for papers.

International Journal of Technology Enhanced Learning (26 papers in press)

Regular Issues

  • A gamification model for teaching blockchain programming   Order a copy of this article
    by Davut Çulha 
    Abstract: Gamification has the potential to act as a catalyst in various domains, with education being a particularly promising area for enhancing learning outcomes. Specifically, computer science courses are ideal candidates for gamification due to their inherent focus on programming activities. By integrating programming and gamification, these courses can complement each other effectively. In this study, a gamification model is introduced and applied to a blockchain technology course, where blockchain programming serves as the core subject matter. Blockchain technology can be challenging to understand for many individuals due to its association with cryptography and its emergence as a new technological paradigm. However, the proposed gamification model helps alleviate the difficulty of learning blockchain concepts. The gamification model consists of four phases: outcomes phase, gamification phase, story phase, and application phase. The application of this gamification model has been found to enhance student engagement, as evidenced by reports. Moreover, it has been observed that the proposed gamification model leads to improved learning performance according to observations and student comments.
    Keywords: teaching blockchain; blockchain programming; gamification; gamified learning.
    DOI: 10.1504/IJTEL.2023.10057972
     
  • Students’ application of integrated skills from mathematics, language, arts, and technology: lessons from students’ use of mobile photo editing applications to visualise sustainability concepts   Order a copy of this article
    by Musa Saimon, Zsolt Lavicza, Thiery Dana-Picard 
    Abstract: This study presents lessons on students’ applications of integrated skills from mathematics, language, arts and technology, and the nature of the relationship among these skills’ domains. The lessons were drawn from students’ project using mobile device photo editing applications (MDPEAs) to visualise sustainability. Qualitative data were collected from five students’ reflections, five documents, and three student groups that were sampled purposively. Data that were collected through document analysis, observation and reflective journals were thematically analysed. Findings show that students’ use of MDPEAs enhances their application of skills from mathematics, language, artists and technology. The study conceives an interdisciplinary teaching approach as a catalyst to improve students’ learning and application of integrated skills from mathematics, language arts and technology. It also exposes the need for training teachers to implement interdisciplinary teaching approaches to enhance learners’ development and application of interdisciplinary skills.
    Keywords: mobile application; sustainability; transdisciplinary teaching approach; STEAM education; 21st century skills; language literacy; mathematics education.
    DOI: 10.1504/IJTEL.2023.10058611
     
  • A hybrid deep learning approach for online learners recognition using screen name, and learners emotion detection   Order a copy of this article
    by Purushottama Rao K., B. Janet 
    Abstract: Online learning environments (OLEs) have enabled global access to education during and after the COVID-19 pandemic. While widely accepted, OLEs pose challenges for teachers in recognising students and understanding their emotions, unlike in traditional classrooms. To address this, a hybrid deep learning architecture is proposed that uses screen names and facial expressions to identify students and detect their emotional states. The MTCNN model is used to segment the frames of an online class video where each segmented part contains a student’s face and screen name. The EAST and Py-Tesseract and face emotion recognition models are then applied on these segmented parts to extract screen names and detect the emotional states of the students. This helps in detecting individual student’s emotional feedback and overall class feedback. Finally, the students are classified as engaged or not engaged. The proposed architecture will make OLEs as efficient as traditional classrooms.
    Keywords: deep learning; face detection; facial emotion detection; online learning environments; OLEs; person identification; text extraction.
    DOI: 10.1504/IJTEL.2023.10058771
     
  • Mitigating the impact of the COVID-19 pandemic on education: harnessing the power of ICT for enhanced teaching and learning   Order a copy of this article
    by Msele Mohamed Msere, Jiangtao Zhao, Babar Nawaz Abbasi 
    Abstract: The COVID-19 pandemic has compelled educational institutions to shift from traditional classrooms to online teaching, introducing numerous challenges for teachers and students unfamiliar with this new approach. Existing studies on the use of ICT tools in education have not fully addressed the specific challenges arising from the COVID-19 outbreak. This review aims to resolve the issues faced by teachers and students in online classes, particularly benefiting overseas students. It emphasises the importance of teachers mastering technological devices to enhance instructional activities and stresses the need for effective time management due to time zone differences for international students. During class time, students must remain attentive and minimise disruptions. Educational officials play a crucial role in creating a favourable learning environment. In summary, this study seeks practical solutions to address challenges and improve online education during the pandemic.
    Keywords: education; COVID-19; ICT; teaching and learning; online classes; digital technologies.
    DOI: 10.1504/IJTEL.2023.10058963
     
  • A case study on the impact of the TikTok use of Chinese university students   Order a copy of this article
    by Wei Geng, Hasan Tinmaz 
    Abstract: Among the existing studies, there are fewer articles analysing the effects of TikTok on academic performance of Chinese university students, mostly analysing the physical and psychological effects on university students. Thus, the authors conducted the research on impact of the TikTok use of Chinese university students academic performance. Data was collected from a university in the city of Taiyuan (China) by using a survey of 37 questions (n = 231). The results showed that positive effects of TikTok seemed to outnumber the negative effects among students. However, there were no statistically significant differences between the good and negative effects of TikTok on students academic outcomes, according to the findings. We recommend that educators and students may use TikTok as a source of knowledge and communication to make the learning process easier and more effective.
    Keywords: academic performance; TikTok; social media; university student; higher education; China.
    DOI: 10.1504/IJTEL.2023.10059219
     
  • Building bridges to digital inclusion: implications for curriculum development of digital literacy training programs   Order a copy of this article
    by Heena Choudhary 
    Abstract: This paper presents a comprehensive literature review that explores the incorporation of digital literacy skills in digital literacy training program (DLTP) curricula targeting marginalised populations. Utilising UNESCO’s digital literacy framework for global competence (DLGF) as a guiding framework, curriculum content mapping (CCM) was done on the 33 DLTP curricula to identify the emphasis placed on specific digital competences. The findings focus on developing information-seeking and communication or collaboration-based skills within DLTP curricula. However, the inclusion of skills related to creativity, critical reasoning, collaboration, and communication is relatively limited. The study highlights the importance of considering a wide range of digital skills in policy development and curriculum design. It calls for accurate definitions and inclusion of digital competencies in frameworks to guide program establishment And assessment. Recommendations include further research to validate and expand the global mapping of digital competencies in DLTP curricula, considering diverse target groups and the unique needs of marginalised populations in different countries.
    Keywords: digital divide; digital literacy; marginalisation; training; curriculum; content mapping; review.
    DOI: 10.1504/IJTEL.2023.10059464
     
  • Supporting SDG-4-Education 2030: collaboration of teaching models with technology (SPB-FC-L development)   Order a copy of this article
    by Waode Yunia Silviariza, Sumarmi, Sugeng Utaya, Syamsul Bachri, Marhaini Marhaini, Faza Faikar Malisi, Muhammad Firma Bobinsyah, Virna Hariani 
    Abstract: The collaboration of geography teaching models with technology is a form of support for the mission of SDG-4. Apart from being sensitive to students’ current habits, safe and inclusive, reverse classroom learning is also effective. This research develops an online and f2f learning system for an established geography class. The integration of the spatial problem-based learning (SPBL) and flipped class learning FCL) environments is carried out using the ADDIE model. In addition to internal validation by experts and evaluators, external validation by testing students’ spatial abilities before and after implementation, as well as individual interviews to find out student responses after implementing SPB-FC-L. Experts and evaluators agree that the SPB-FC-L is valid and reliable. In addition, SPB-FC-L affects students’ spatial skills. Most students enjoy studying SPB-FC-L. The next expert recommendation is to make a user manual for guidelines for implementing the SPB-FC-L. Implementation of SPB-FC-L with various variables can then be carried out in further research.
    Keywords: Sustainable Development Goal 4; SDG-4; instructional design; spatial problem-based learning; SPBL; flipped class learning; FCL; geography learning.
    DOI: 10.1504/IJTEL.2023.10059981
     
  • Augmented reality remote assistance to enhance learning using a novel framework design   Order a copy of this article
    by T.V. Sumithra, Leena Ragha, Rishi Desai, Arpit Vaishya 
    Abstract: Technology is growing expeditiously and the demand for new innovative software and devices is encouraging to design and develop new software to cater to the needs of next-generation interactions. Traditional online meeting platforms do not support immersive AR meetings. To stimulate immersive technology of interactive applications, a software application is designed and developed for conducting a remote meeting through AR glasses and laptop or desktop computers. The aim of this paper is to introduce utility-based immersive web portal remote assistance (RA) results of conducting various performance tests on the immersive web portal to validate the RA application through a novel framework to evaluate user experience in using AR web portal. The RA application is a comprehensive online meeting platform that connects the meeting participants remotely and facilitates the hands-free streaming of critical operations, screenshot sharing, annotations, loading, and interaction of the 3D models.
    Keywords: augmented reality web portal; remote assistance; mixed reality; performance testing; online meeting; user experience design; evaluation framework.
    DOI: 10.1504/IJTEL.2023.10060660
     
  • Students perspectives on proctoring mobile applications for assessments: the case of South Africa   Order a copy of this article
    by Frank Makoza 
    Abstract: This paper analysed student’s perceptions on use of a mobile proctoring application (app). The study used case of South Africa where few universities were using a proctoring mobile application called The Invigilator. Using constructs from mobile app rating scale (MARS), users’ views from app stores, reports and online news articles were thematically analysed. The findings showed that the mobile proctoring app had strengths in app classification, aesthetic and information. However, there were problems with functionality and subjectivity quality. Users reported technical problems during online assessments when using the app, e.g., limited technical support and delays in feedback. The problems were hindering users to complete online assessments and could affect their academic performance. The findings are useful for academics and administrators who are considering mobile proctoring to improve academic integrity of online and remote assessments. The study contributes towards literature on proctoring mobile apps and academic integrity of assessments.
    Keywords: academic integrity; mobile apps; mobile app rating scale; MARS; online assessment; proctoring; South Africa.
    DOI: 10.1504/IJTEL.2024.10061370
     
  • Coding activities in early childhood: a systematic review   Order a copy of this article
    by Mustafa Uğraş, Habibe Güneş, Hilal Uğraş, Stamatios Papadakis, Michail Kalogiannakis 
    Abstract: The current study aims to systematically review the literature on teaching basic coding skills in early childhood education, particularly for children aged 3 to 8 years. A systematic literature review was conducted of 45 articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on using coding activities in the preschool years from 20142023. The review presents empirical research with young learners and reports on relevant frameworks and curricula, the impact of pedagogical approaches and tools on learning, and the learning outcomes and pedagogical benefits of teaching coding. Plugged and unplugged coding activities can be introduced to young learners as a stand-alone subject or integrated into the regular kindergarten curriculum based on the studies reviewed. Additionally, coding can be incorporated into literacy and storytelling activities as a developmentally appropriate approach. The authors conclude that for educators to become competent in introducing coding activities into early childhood education, future research should focus on developing curricula that fully integrate coding and accompanying teacher training programmes.
    Keywords: early childhood education; ECE; coding skills; computational thinking; CT; robotics; systematic literature review; PRISMA.
    DOI: 10.1504/IJTEL.2024.10061371
     
  • Higher education students’ trust and use of ChatGPT: empirical evidence   Order a copy of this article
    by Rania A. M. Abdalla 
    Abstract: This paper combines a modified version of the unified theory of acceptance and use of technology (UATAU) with the expectancy value theory (EVT) to examine the variables that influence higher education students’ trust and use of ChatGPT. The quantitative method was used, with a structured questionnaire developed to collect data from respondents, which was then analysed using Smart PLS 4. According to the findings, perceived mobility influenced performance and effort expectancy, while social influence and performance expectancy determined students’ trust. The three predicted elements that influenced ChatGPT adoption were perceived learning gains, perceived risks, and trust in ChatGPT. The study presented some recommendations for universities.
    Keywords: ChatGPT; perceived mobility; trust in ChatGPT; use of ChatGPT.
    DOI: 10.1504/IJTEL.2024.10061581
     
  • The position of technical competence in establishing digital data security awareness   Order a copy of this article
    by Hasan Kağan Keskin, Elçin Yazıcı Arıcı, Stamatios Papadakis, Michail Kalogiannakis, Işıl Yaman Baydar 
    Abstract: This research aimed to investigate the explanatory and predictive relationships between digital literacy components and digital data security. The study was carried out with 322 students enrolled in the education faculties of eight randomly selected universities. In the research, the attitudes, cognitive and social variables of digital literacy were exogenous. A mediation model has been established in which the technical variable is the mediator, and the digital data security awareness is endogenous. According to the analysis results of the mediation model, the technical variable fully mediates between the attitude, cognitive and social variables, and the awareness of digital data security. These results show that developing digital literacy skills and if these skills are supported with technical knowledge can contribute to developing digital data security awareness. As a result, digital literacy skills will only have the expected effect on creating digital data security awareness with the technical information tool variable. According to our mediation model, the technical competence to be developed with the support of digital literacy skills and the creation of digital data security awareness can guide researchers and instructors working in the field.
    Keywords: digital data security; digital literacy; mediation.
    DOI: 10.1504/IJTEL.2024.10061940
     
  • The enduring impact of gamification on software engineering students’ engagement   Order a copy of this article
    by Mohammed Akour, Mamdouh Alenezi 
    Abstract: Gamification has gained recognition as a powerful strategy to enhance student engagement and motivation in education. This study explores the long-lasting effects of gamification on the sustained interest of software engineering students. Over the course of an entire semester, we conducted a comprehensive longitudinal study to examine the experiences of a cohort of software engineering students exposed to gamified learning environments. Our research employed a multifaceted approach, combining surveys, student records, and quantitative and qualitative analyses. Through this investigation, we uncover valuable insights into the enduring influence of gamification on students’ engagement and interest in the field of Software Engineering. By shedding light on these findings, our research contributes to a deeper understanding of the profound impact gamification can have on students’ educational journey in software engineering.
    Keywords: gamification; software engineering; long-term effects; student engagement; sustained interest.

  • Factors affecting the intention of Palestinian university faculty to adopt virtual reality technology   Order a copy of this article
    by Elham Mohmmad Abed Nabhan, Baker Alserhan, Jusuf Zeqiri, Kimberly Gleason 
    Abstract: In this study, we investigate the factors that influence the intention of academic staff to adopt virtual reality applications (VR) in higher education institutions (HEIs) in Palestine. Although the adoption of VR has been relatively slow in the developing world relative to other mobile technologies, research indicates that VR has the potential to revolutionise educational delivery in these regions. Based on Rogers' diffusion of innovation theory (DOI), we survey academic staff members from three Palestinian universities to identify the factors that impact VR adoption intention. Using structural equations modelling (SEM) we examine relative advantage, compatibility, trialability, observability, and complexity. Results indicate that perceived complexity has a negative effect on the intention to adopt innovation, but relative advantage, compatibility, trialability and observability all have a positive and significant influence on academic staff's intention to adopt VR in Palestinian HEIs.
    Keywords: virtual reality; diffusion of innovation theory; DOI; Palestine; developing country; higher education.
    DOI: 10.1504/IJTEL.2023.10056672
     
  • How students' autonomous and controlled motivation affects satisfaction in online courses   Order a copy of this article
    by Elvis Mazzoni, Agata Błachnio, Aneta Przepiórka, Sabrina Panesi, Martina Benvenuti 
    Abstract: This exploratory study aims to analyse whether and how students' motivation affects their satisfaction in online courses during COVID-19 emergency in Italy. Based on the activity theory approach, and on the self-determination theory, the study considers two types of motivation (autonomous vs. controlled) and different aspects of students' satisfaction in online courses related to various types of interaction (learner-content, learner-instructor, learner-learner, learner-technology, and general satisfaction). Results confirm that students with autonomous motivation perceived greater satisfaction in all the considered aspects of online courses, independently using the internet. Implications for designing online courses in university contexts, particularly during emergency period like COVID-19 pandemic, are discussed.
    Keywords: activity theory; self-determination theory; students' motivation; students' satisfaction; online courses; functional organs.
    DOI: 10.1504/IJTEL.2023.10056959
     
  • Investigating achievement, motivation and attitude in a gamified English course   Order a copy of this article
    by Kübra Ertan, Selay Arkün Kocadere 
    Abstract: In this study, a gamified English course was designed, and 37 college students took part in it for five weeks. The study aimed to assess achievement, motivation and attitude in terms of students' language levels and to get students' views and suggestions towards the gamified course. Data were collected through an achievement test, a motivation scale for gamification, an attitude scale for gamification, and a questionnaire with open-ended questions. Findings revealed a significant increase in students' achievements with a large effect size. Students' motivation points were high, and their attitude was positive towards gamification. However, these effects were not different in terms of their language level. Based on the students' views, it can be asserted that students showed positive attitudes towards competition in the gamified course, gamification made lessons interesting, motivated students to participate in classes, supported their learning, created a fun environment, and improved their self-confidence.
    Keywords: gamification; game elements; gamification design; EFL.
    DOI: 10.1504/IJTEL.2023.10056465
     
  • Young children and online learning during the COVID-19 pandemic: Saudi mothers' perspectives   Order a copy of this article
    by Rana Saleh Alghamdi, Sarah Abdullah Alberaidi 
    Abstract: COVID-19 disease forced schools in Saudi Arabia, as in most countries worldwide, to shift to online learning. This shift impacted the families' role in their children's education. This study aimed to explore Saudi mother's perceptions of online learning during COVID-19. A qualitative research method was used to investigate the research question. The sample consisted of 25 kindergarten mothers recruited using criterion sampling, a purposive sampling method. Semi-structured interviews were used to collect relevant data. The study results revealed negative and positive mothers' perceptions towards online learning during COVID-19. Saudi mothers express negative perceptions towards online learning for their children, including the lack of learning atmosphere, lack of concentration, lack of physical activities, and the time children spend in front of screens. Moreover, findings also revealed positive attitudes toward online learning, including improving teacher-mother communication and using various technological tools on the Rawdaty platform. Implications for teachers and policymakers will be discussed.
    Keywords: young children; online learning; COVID-19 pandemic; mothers.
    DOI: 10.1504/IJTEL.2023.10057406
     
  • Adoption of digital technology and investigation of the impact in the marketing industry for marketing communication professionals: the case study of Cyprus and Greece   Order a copy of this article
    by Marcos Komodromos, Tatiana Harkiolakis, Tornike Khoshtaria, Marios Vassiliou 
    Abstract: Continuous and rapid technological advancement has significantly transformed marketing strategies. The increasing use of digital technology continues to change how firms interact with potential customers. With the invention of the internet and digital media, customers are now easily accessible compared to traditional marketing approaches. This study has been designed to investigate how different types of technologies impact the percentage of overall digital marketing activities in companies. A quantitative correlational research design will be used to investigate how digital technologies influence marketing activities in companies. A survey will be administered to a sample of n = 290 marketing communication professionals from Cyprus and Greece to assess for the use of digital technologies and marketing activities in their places of work. The analysis of the collected information will be performed using version 25 of the SPSS. The inferential statistics will involve running a multiple linear regression and ANOVA.
    Keywords: marketing; innovation; disruptive technology; digital marketing; digital technology; blockchain; internet; marketing communication; digital media; disruptive innovations; Cyprus; Greece.
    DOI: 10.1504/IJTEL.2023.10057245
     
  • Students' satisfaction towards cafeteria foods: evidence from Malaysian public universities   Order a copy of this article
    by Ahasanul Haque, Kaniz Afroza, Sardar Md Humayun Kabir, Tarekol Islam Maruf 
    Abstract: This study intended to identify the factors that affect student satisfaction in campus cafeterias at public universities in Klang Valley region of Malaysia. The importance of culinary services as an element of nutrition influences the personal satisfaction of university students. Students' daily diets depend heavily on the canteens and cafeterias. A well-balanced and nutritious diet is essential for industrious students, especially those with a demanding learning environment or class schedule. SPSS and Smart PLS were used to analyse data from a sample of 222 students. Food quality, variety, price, and cafeteria hygiene significantly influence student satisfaction in campus cafeterias. The study's findings can assist university administrators in making sound choices regarding cafeteria management, thereby enhancing the culinary experiences of students and boosting their overall satisfaction. The results indicated that the quality of food served in the cafeteria has the most significant impact on student satisfaction through its presentation and taste.
    Keywords: students' satisfaction; cafeterias; public universities; Malaysia.
    DOI: 10.1504/IJTEL.2023.10058921
     

Special Issue on: Entrepreneurship Education and Learning Reflections on Mindset, Innovation and Technology

  • Affective change is the shadow of adaptive leadership in learning organisations   Order a copy of this article
    by Muhammad Salman Chughtai, Fauzia Syed, Rimsha Khalid, Mohsin Raza, Hassan Raza, Marco Valeri 
    Abstract: Drawing from social schema theory (SST), the present study examines the relationship between learning organisations (LOs) and affective commitment to change (ACTC), with mediating role of change self-efficacy and moderating role of adaptive leadership (AL). Using simple random sampling, the present studys data was collected in two phases from 331 full-time employees working in the manufacturing sector (pharmaceutical and automobile) organisations. Collected data were analysed using process-macro to test the proposed hypotheses of this study. The results of this study demonstrated that LOs positively predictor ACTC, and this relationship was fully mediated by change self-efficacy. Furthermore, AL moderates the LOs - ACTC the relationship, LOs - change self-efficacy relationship, and change self-efficacy-ACTC the relationship. The present study is an attractive model for the successful implementation of organisational change using the organisational environment and efficacy of the employees. Further, this study highlights the importance of AL for employees self-efficacy towards and for enhancing their commitment to organisational change. This research adopted a novel approach of AL for the successful implementation of change policies, as the adaptability of the policies and procedures is the core feature of organisational change.
    Keywords: social schema theory; SST; learning organisations; Los; change self-efficacy; adaptive leadership; AL; affective commitment to change; ACTC.
    DOI: 10.1504/IJTEL.2023.10057407
     
  • Entrepreneurship education, training and entrepreneurial intention of female students: the mediating role of entrepreneurial passion, creativity, and TPB   Order a copy of this article
    by Aamir Hassan, Arsheed Ahmad Dar, Ambreen Saleem, Nawab Ali Khan 
    Abstract: The current study aims to analyse the role played by entrepreneurship education and training (EET) in developing entrepreneurial intention among female students through a longitudinal approach. In addition to the robustness of the theory of planned behaviour in mediating the entrepreneurship education, training, and intention link, the current study also included entrepreneurial passion (EP) and entrepreneurial creativity (EC) in the model to determine the intention (EI) of female students to venture out. A longitudinal approach was employed to collect the data from science and technology background female participants who took part in the women’s entrepreneurship development program (WEDP) before and after completion of the program. A significant difference in participants’ intention was found before and after their exposure to EET, shown by paired samples t-test. Also, the results unveil the significant mediating role of the theory of planned behaviour (TPB) in the EET, EP, EC, and EI relationship.
    Keywords: entrepreneurial education and training; entrepreneurial passion; entrepreneurial creativity; theory of planned behaviour; TPB; entrepreneurial intention; female students.
    DOI: 10.1504/IJTEL.2023.10057534
     
  • The use of technology to develop students’ entrepreneurial mindset and competencies   Order a copy of this article
    by Marsela Thanasi-Boçe, Selma Kurtishi-Kastrati 
    Abstract: Technology and digitalisation have created more opportunities in entrepreneurship education. Developing innovative teaching and learning techniques in modern entrepreneurship education potentially can improve students’ entrepreneurial capacities and mindset. This study aims at exploring: 1) the type of technologies used in entrepreneurship education; 2) how these technological tools support the design and delivery of entrepreneurship knowledge. The study contributes at the theoretical level with a new discussion on technology-supported entrepreneurship education. From a practical perspective, it provides insights into incorporating technological tools for redesigning entrepreneurship education. The integration of technologies in entrepreneurship education requires a wide approach that involves curriculum updates, the technology used for assessment and student evaluation, the faculty readiness to use technology, and partnerships/collaborations with other stakeholders.
    Keywords: entrepreneurial mindset; technology; entrepreneurship education.
    DOI: 10.1504/IJTEL.2023.10059690
     
  • Skills mismatch and digital skill shortages in tourism: impact on graduate employment and implications for higher education   Order a copy of this article
    by Samiha Chemli, Michail Toanoglou, Jose Luis Del Val Roman 
    Abstract: This study aims to contribute to understanding the relationship between digital skills, skill mismatch for tertiary education graduates, and employment rate. The study applies a longitudinal regression analysis across 32 countries over a span of seven years. The results indicate that vertical skill mismatch positively impacts the employment rate. In contrast, the absence of digital skills among tertiary education graduates, particularly in the travel and hospitality sector, negatively affects employment. The study provides valuable insights into the role of the higher education system in addressing skill mismatch within the tourism industry context. Additionally, it underscores the importance of conducting regular curriculum reviews to ensure alignment with the evolving demands of the labour market. These findings contribute to the ongoing discussion on improving higher education to meet industry needs and reduce skill mismatches among graduates.
    Keywords: skill mismatch; digital skills; tourism graduate; employment rate; curricula.
    DOI: 10.1504/IJTEL.2023.10059691
     
  • Individual entrepreneurial orientation, entrepreneurial motivations, and intention: a moderated mediation approach using entrepreneurship education   Order a copy of this article
    by Anjila Saleem, Aamir Hassan, Nawab Ali Khan, Ambreen Saleem, Imran Saleem 
    Abstract: This paper is based on the objective of examining the impact of individual entrepreneurial orientation (IEO) both directly and indirectly on the individual’s entrepreneurial intention (EI) mediated through entrepreneurial motivations (EMs), conditioning it with the moderation of entrepreneurship education (EE). The model fit indices for the current study, including divergent and convergent validity of the measurement model, were checked using confirmatory factor analysis, and hypotheses were tested using SEM and PROCESS Macro for SPSS. The results showed a complete mediation, i.e., IEO affecting EI through EMs. Conditional indirect effects were also statistically significant; with the enhancement in entrepreneurship education, the total indirect effect shows substantial improvement. The findings of this study offer some suggestive measures for policymakers and institutions of national importance, promoting entrepreneurial culture and framing entrepreneurship education and training programs.
    Keywords: entrepreneurship education; EE; individual entrepreneurial orientation; IEO; entrepreneurial intention; EI; entrepreneurial motivations; EMs; moderated mediation.

  • Leveraging university-industry collaborative entrepreneurship education in the digital era: a systematic review   Order a copy of this article
    by Lurdes D. Patrício, Natália Figueiredo, João J. Ferreira 
    Abstract: University-Industry (U-I) collaborative entrepreneurship education has emerged as a potential solution that enables the industry to access academic knowledge while providing university students with opportunities to supplement their classroom instruction with practical experience. This study aims to systematise the most relevant U-I collaborative entrepreneurship education literature, trends, and dynamics. Based on a sample of 67 articles extracted from the WoS database and through the application of bibliographic analyses, the results show six main thematic clusters: 1) entrepreneurship teaching and learning; 2) learning-by-doing curricula; 3) student entrepreneurial motivation, intention, and self-efficacy; 4) higher education institutions entrepreneurial cultivation; 5) entrepreneurship education and training pedagogy; 6) digital integration. Furthermore, an integrative framework illustrating different research paths and their interconnectedness was developed. Directions for future research to advance academic understanding of U-I collaborative entrepreneurship education were advanced.
    Keywords: entrepreneurial education; digital transformation; collaborative entrepreneurship education; university-industry; UI.

  • Entrepreneurial intention of communication students: the moderating role of entrepreneurship education   Order a copy of this article
    by Pedro Mota Veiga, Vasco Miguel, Jorge Adolfo Marques 
    Abstract: The objective of this research is to examine attitudes, subjective norms, and perceived behavioural control on entrepreneurial intentions among students pursuing higher education in the field of communication sciences. Additionally, the study investigates how entrepreneurship education acts as a moderator in influencing these factors on entrepreneurial intention. The research was conducted using a survey shared to all final-year students enrolled in a Portuguese Polytechnic University, specifically those pursuing degrees in Communication Studies (CS) and Advertising/Public Relations (APR). The sample included 109 students. The APR curriculum (58 students) incorporates a mandatory Entrepreneurship course, while the CS curriculum (51 students) does not offer any specialised courses in this domain. Employing the multivariate linear regression to identify, we found that attitude and perceived behavioural control have a positive contribution to entrepreneurial intention. Furthermore, it was observed that entrepreneurship education moderates the positive impact of attitude and perceived behavioural control on entrepreneurial intention, indicating that education increases the impact of perceived behavioural control and attitude on entrepreneurial intention.
    Keywords: communication sciences; entrepreneurship; higher education; entrepreneurial intention; students; theory of planned behaviour.
    DOI: 10.1504/IJTEL.2023.10061124