International Journal of Technology Enhanced Learning (23 papers in press)

Regular Issues

• A gamification model for teaching blockchain programming  
  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  
  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  
  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  
  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  
  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  
  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)  
  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  
  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  
  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  
  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  
  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  
  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  
  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.
  DOI: 10.1504/IJTEL.2024.10063035
   
  
• Enhancing IoT education for middle school students in Oman with interactive e-book and portable kit  
  by Asiya M. Al-Busaidi, Arwa Rashid Al-Shidi, Osama Rehman 
  Abstract: Improvements in technology and the emergence of the Internet have revolutionised the methods of teaching and information delivery, leading to the rise of digital, open and distance learning (ODL). Electronic textbooks (e-books) are emerging as potential successors to traditional paper books, providing interactive learning materials. However, challenges persist in delivering hands-on practice, particularly in distance learning for young students. This study explores the integration of a portable kit and an interactive e-book to teach IoT concepts to middle school students in Oman, providing them with a practical, hands-on learning experience. The participants, aged 12 to 16 and representing grades 7 to 10, showed a majority of 62% females. The workshop was tailored for beginners, eliminating the need for participants to have any technical background. This workshop, designed for beginners without technical prerequisites, effectively facilitated hands-on learning and nurtured self-driven education, emphasising the significance of innovative approaches in STEM education.
  Keywords: internet of things; IoT; electronics textbooks; e-books; open and distance learning; ODL; STEAM education; self-learning; virtual workshops.
  DOI: 10.1504/IJTEL.2024.10063213
   
  
• The great debate: UX vs. usability. Which indicators are relevant to measure the success of information systems in higher education?  
  by Tea Mijač, Mario Jadrić, Maja Ćukušić 
  Abstract: The efficacy of information systems in higher education (HE) is a crucial aspect in an increasingly competitive educational landscape. The rise of digital transformation has heightened the need for measuring the success of non-teaching-related digital services. The Z generation of students presents a unique set of requirements and expectations that must be considered in the success measurement. To align with this contemporary context, it is necessary to revise existing indicators for measuring the success of information systems. The construct of UX holds exceptional importance and is often overlooked, particularly the relationship between UX and usability. To address these gaps, a research study was conducted and the card sorting method with Human-Computer Interaction and HE experts was utilised. The indicators were validated and an instrument was developed, confirming the significance of UX and quality dimension constructs. The study also identified several avenues for future research.
  Keywords: information system; user experience; UX; quality dimensions; digital transformation; DT; higher education; success; students; non-teaching related digital services; card sorting method; HCI experts.
  DOI: 10.1504/IJTEL.2024.10063326
   
  
• The role of entrepreneurial marketing and digital transformation on women’s entrepreneurial intentions in Kosovo  
  by Arta Istrefi, Jusuf Zeqiri, Vjollca Visoka Hasani, Marcos Komodromos 
  Abstract: This study aimed to explore how digital transformation and entrepreneurial marketing affect women business owners in an emerging country. The obtained data from business owners were analysed using the structural equation model (SEM) to determine how four dimensions of entrepreneurial marketing, together with digital transformation, affect firm performance. The research shows a strong link between the role of entrepreneurial marketing (EM) on women’s entrepreneurial intentions and a moderate effect of digital transformation (DT) on women’s entrepreneurial intentions. The study advances knowledge and provides a clearer understanding of how entrepreneurial marketing influences women’s entrepreneurial intentions. Future studies should go further into these topics to offer a more thorough knowledge of the interactions between entrepreneurial marketing, digital transformation, and women-led businesses. To our knowledge, this is the first study to explore the role of entrepreneurial marketing and digital transformation on women’s entrepreneurial intentions in an emerging country.
  Keywords: entrepreneurial marketing; EM; digital transformation; DT; women entrepreneur; women entrepreneurial intention; Kosovo.
  DOI: 10.1504/IJTEL.2024.10063470
   
  

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

• Affective change is the shadow of adaptive leadership in learning organisations  
  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  
  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  
  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  
  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  
  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  
  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  
  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