Encouraging Eco-Entrepreneurship: The Impact of University Entrepreneurial Support on Developing Students’ Green Entrepreneurial Intentions in Skikda University

Introduction. Development of digital literacy and computational thinking among housewives lie in its potential to address a critical gap in the understanding of digital education and empowerment. This study seeks to ascertain the viability of family enterprises based on digital marketing. In detail, this study examines the relationship between entrepreneurship education, digital literacy, and business sustainability through computational thinking. Study participants and methods. This research involved a quantitative approach using a self-administered survey method. The population in this study were housewives in several regions in Indonesia and the data will be analyzed using partial least square structural equation modeling (PLS-SEM). Sumatra, Java, and Bali homemakers participated in this study. The three islands represent Indonesia's west, center, and east regions. We offered 350 Google Forms questions sent via WhatsApp. Results. The results indicates that entrepreneurship education has a significant effect on business sustainability (t-value =16.620, p-value =.000), and computational thinking skills (t-value =10.916, p-value =.000). In addition, digital literacy has a significant effect on business sustainability (t-value =4.612, p-value =.000), and computational thinking skills (t-value =3.738, p-value =.000). Later, there is robust link between computational thinking and business sustainability (t-value =3.712, p-value =.000). The mediating estimation indicates that computational thinking can mediate the connectivity between entrepreneurship education and business sustainability (t-value =3.398, p-value =.001), as well as digital literacy and business sustainability (t-value =2.516, p-value =.012). Conclusion. Empowering housewives with entrepreneurship education, digital literacy, and computational thinking holds practical significance in managing their business and community development. This research extends beyond housewives empowerment to potential policy assistance and housewives educational reforms to build inclusive business matters.

As the global diffusion of entrepreneurship education continues, along with increasing investment in, and expectations of, educational initiatives, it has become important to articulate what we are teaching and why, along with the specifics of where, how, and to whom. Yet, despite a growing consensus about what constitute the entrepreneurial activities and competencies required to start a new venture, there has been little agreement regarding the content of entrepreneurship education, or how learning should be delivered (Bygrave 2007, TheHandbook of Qualitative Research Methods in Entrepreneurship, 17–48. Cheltenham, UK: Edward Elgar Publishing Limited; Edelman, Manolova, and Brush 2008, Entrepreneurship Education: Correspondence Between Practices of Nascent Entrepreneurs and Textbook Prescriptions for Success. Academy of Management Learning and Education 7(1):56–70; Honig, Davidsson, and Karlsson 2005, Learning strategies of nascent entrepreneurs. Journal of Competence-based Management 1(3):67–88; Mwasalwiba 2010, Entrepreneurship Education: A Review of Its Objectives, Teaching Methods, and Impact Indicators. Education+Training 52(1):20–47). Clearly, the purpose of any education, the “why” for the teacher, shapes the content, the “what”, and the method, the “how”. But what about the personal “how” and “why” for the learner? Sarasvathy’s theory of effectuation (Sarasvathy 2001, Causation and effectuation: Toward a theoretical shift from economic inevitability to entrepreneurial contingency. Academy of Management Review 26(2):243–63; 2008, New Horizons in Entrepreneurship, Cheltenham: Edward Elgar) has led educators to consider how an entrepreneur’s personal resources and resourcefulness can and should alter their how. Scholars are now sharing pedagogical approaches for motivating that type of learning (Fletcher and Watson 2007, Entrepreneurship, Management Learning and Negotiated Narratives: ‘Making it Otherwise for Us – Otherwise for Them’. Management Learning 38(1):9–26; Gibb 2011, Concepts into practice: meeting the challenge of development of entrepreneurship educators around an innovative paradigm – the case of the International Entrepreneurship Educators’ Programme (IEEP). International Journal of Entrepreneurial Behaviour & Research 17(2):146–165; Kyrö2008, A Theoretical Framework for Teaching and Learning Entrepreneurship. International Journal of Business and Globalisation 2(1):39–55; Ollila and Williams Middleton 2011, The Venture Creation Approach: Integrating Entrepreneurial Education and Incubation at the University. International Journal of Entrepreneurship and Innovation Management 13(2):161–78). However, little research has addressed the personal why for the entrepreneurial learner (Rae 2005, Entrepreneurial Learning: A Narrative-Based Conceptual Model. Journal of Small Business and Enterprise Development 12(3):323–35; Rigg and O’Dwyer 2012, Becoming an entrepreneur: researching the role of mentors in identity construction. Education + Training 54(4):319–329). In this paper, we seek to fill this gap by exploring how entrepreneurship educators can facilitate the personalized learning to develop the Know Why for nascent entrepreneurs in the process of becoming entrepreneurial. We combine theories of entrepreneurship practice, education, and learning to propose a model for entrepreneurial Know Why. We utilize a case study of an entrepreneurship program applying a learning-through-venture-creation approach to identify a pedagogical approach in which learning entrepreneurial Know Why is facilitated. Thus, the purpose of this paper is twofold: to contribute to the theory of entrepreneurial learning and to contribute to the pedagogy for entrepreneurship, by explaining the meaning and significance of the entrepreneurial Know Why and by describing an educational approach that facilitates its development.

The question addressed in this paper is whether macro policies can promote entrepreneurship and enterprise education through cultivating an 'Enabling Environment' that nurtures entrepreneurial culture and attitudes. Specifically, this question is investigated with respect to the formulation and implementation of 'Macro Entrepreneurship Policy' within the European Union (EU) which set out to deliver the European Council vision of declaring 'entrepreneurship as a key competence' for 'entrepreneurship education'. EU enterprise education initiatives are highlighted, and a UK 'good practice' example is presented as a case study. In view of the findings, the paper develops a 'Sustainable Macro Entrepreneurship Policy Model' with embedded Critical Success Factors that encapsulate the key elements of a policy framework needed for making better choices in formulating, developing, delivering and promoting entrepreneurship and enterprise education at a national level.

This paper adopts the method of synergetic theory fused with a random matrix to conduct in-depth research and analysis on the innovation and entrepreneurship education of college students, discusses the existing problems, and develops ways of college students’ entrepreneurship education from the perspective of synergetic students. The development history of entrepreneurship education of college students is explained, the development of entrepreneurship education in case institutions is introduced and the synergistic subjects of college students’ entrepreneurship education are introduced, and the necessity of carrying out college students’ entrepreneurship education is analyzed. The mechanism of cooperation mechanism of total budget management is studied from three perspectives of organizational cooperation, information cooperation, and resource cooperation respectively. From the perspective of internal and external collaborative training platforms, the idea of improving college students’ entrepreneurship education is put forward. Among them, colleges, teachers, and college students form an internal system for the development of entrepreneurship education, and the three are synergistically dependent on each other and influence each other. Then, the problems in entrepreneurship education are analyzed, including weak teachers in entrepreneurship education in colleges and universities, systematic and professional entrepreneurship education to be improved, insufficient internal drive-in entrepreneurship education in colleges and universities, and insufficient initiative of college students to participate in entrepreneurship education. Finally, the ways to solve the existing dilemmas of entrepreneurship education of college students from the perspective of synergism are proposed, including improving the initiative of college students and the atmosphere of social and cultural environment, constructing internal and external platforms for entrepreneurship education of college students, and evaluating and giving feedback to entrepreneurship education of college students so that colleges and universities can better promote and carry out entrepreneurship education.

Why should engineers have all the fun?

Issues of inequality in higher education have received considerable attention in recent decades, but the intersection of inequality and educational technology at an institutional level has received little attention. This study aims to provide a perspective on institutional educational technology policy informed by current understandings of inequality. The study takes the form of a content analysis of institutional educational technology policy and strategy documents of universities in the United Kingdom and South Africa. A preliminary review of the educational technology policy literature reveals low levels of engagement with issues of inequality in policy documents at an institutional level. Therborn’s typology of inequality provides the basis of a structured framework for the analysis, with Bourdieu’s concepts of capital being incorporated as markers of the various types of inequality. The study reveals regional differences in the approach to inequality as a policy matter, as well as a varied engagement with the issues of inequality related to educational technology at a policy level.

This study investigates the effectiveness of entrepreneurship education curriculum as a solution to youth unemployment, focusing on Adeyemi Federal University of Education, Ondo. Against the backdrop of rising youth unemployment in Nigeria, where approximately 64 million young people are unemployed according to recent statistics, this research examines how entrepreneurship education can bridge the gap between academic training and employment creation. The study employed a descriptive quantitative approach. Data was collected through structured questionnaires administered to 100 students, selected through simple random sampling across five faculties of the university. The findings reveal that entrepreneurship education significantly contributes to youth employability through three key mechanisms: practical skill development, mentorship programs, and industry-aligned curriculum content. Specifically, the study found that 85% of respondents agreed that entrepreneurship education contributes to economic development, while 92% confirmed the positive impact of mentorship on their entrepreneurial capabilities. However, several challenges were identified, including financial constraints, insufficient practical training facilities, and limited access to current teaching materials. The research demonstrates that while entrepreneurship education shows promise as a tool for addressing youth unemployment, its effectiveness is contingent upon adequate funding, practical skill development opportunities, and strong industry partnerships. These findings have important implications for curriculum development and educational policy in Nigerian higher institutions, suggesting the need for a more practical, industry-aligned approach to entrepreneurship education. The study recommended increased funding allocation for entrepreneurship education programme to address the identified resource constraints and enhance integration of practical, hands-on learning experiences in the curriculum.

In this paper, the implementation of entrepreneurship education on college students analyze the significance, followed by demonstration on the relationship between Ideological and political education and entrepreneurship education. On the ideological and political education in college students analyze the factors restricting the development of entrepreneurship. Analysis on the main problems existing in the entrepreneurship education in Ideological and political education and the causes. Put forward the innovation and entrepreneurship education of Ideological and political education method, has carried on the analysis from six aspects, namely, to optimize the environment of entrepreneurship education, improve education level; optimization of entrepreneurship education form, reform education mode; shape students' entrepreneurial personality, stimulating the entrepreneurial consciousness; strengthening entrepreneurial education troop construction, to ensure the effectiveness of education; the importance of entrepreneurship education and practice method, cultivating entrepreneurial ability; system construction of entrepreneurship education, realize the education standard development.

Since the implementation of China 's entrepreneurship and innovation strategy in 2015, unique innovation and entrepreneurship education has also been incorporated into higher education, aiming to cultivate new talents with innovative ability and entrepreneurial consciousness for the society through entrepreneurship and innovation education. Higher education takes the cultivation of employment talents as the fundamental goal, and entrepreneurship education as a part of higher education has a new impact on the employability of college students. Therefore, this paper studies the relationship between entrepreneurship education and college students' employment and the influence mechanism of entrepreneurship education on college students' employment. The conclusion shows that entrepreneurship education has a significant impact on college students ' employability and employment quality. Therefore, colleges and universities should pay attention to improving the way of entrepreneurship education while carrying out entrepreneurship education, actively optimize the setting of professional courses, and should link entrepreneurship education with future employment.

The research is proposing to analyze the relationship between education for green entrepreneurship among students and their interests in implementing business ideas in the field of green entrepreneurship. The research has had the projection of an explanation regarding specific factors of students when approaching a subject like green entrepreneurship. It has started from the paradigm in which the rise of interest for green entrepreneurship is influenced by the knowledge regarding the opportunities of creating green business and by the level of developing entrepreneurial competencies. In this framework, a set of research hypotheses has been created as follows: students’ preoccupation for ecological entrepreneurship is influenced by their age (H1); students’ preoccupation for green entrepreneurship is influenced by identifying and recognizing ideas for green business (H2); students’ satisfaction regarding the quality of entrepreneurial education directly influences the preoccupation regarding the creation of a green business (H3). The research is a quantitative type and has been created on a sample representative (N = 123 students, valid N = 120) from the Valahia University of Targoviste, Romania of which the students are part. The research variables were constructed with the module style extracted from scientifically validated research tools. The measurements of variables have been conducted with the help of a Likert-type scale and interpretation with ANOVA. The results of the research were the following—according to the Likelihood Ratio Chi-Square test, there were compared and analyzed variables such as green knowledge and education for green entrepreneurship, to be able to quantify the students’ preoccupation values with green entrepreneurship. The p-value is ˃1, which means that the researched subjects manifest increased interest in green entrepreneurship. This fact demonstrates that the average of the values which were attributed according to the Likert-type scale has offered values between 4 and 5 (5 being the maximum level), a fact that confirms the students’ increased preoccupation with green entrepreneurship. The assigned values obtained are: 18–22 age (m = 4.1532), 22–25 age (m = 4.4375), 26–28 age (m = 4.4375), 29–39 age (m = 4.2396), and the over 39 age (m = 4.2750). We also concluded that the concern for green entrepreneurship among students correlates positively with entrepreneurship education and green knowledge.

Purpose The purpose of this study is to integrate and extend two models of entrepreneurial intention to investigate the drivers of sustainable entrepreneurial intention among intermediate undergraduate university students in Nigeria. Specifically, this paper aims to introduce education for sustainable entrepreneurship into the integrated model, thereby fitting the model into the context of sustainable entrepreneurship. Design/methodology/approach Data was gathered with the help of a structured questionnaire from 435 students of a university in Nigeria. The students passed through a special entrepreneurship training in which they were educated on the concept and practice of sustainable entrepreneurship. SmartPLS was used to test the proposed structural model. Findings The findings revealed that education for sustainable entrepreneurship significantly influences all variables of the integrated model, but has nonsignificant direct influence on sustainable entrepreneurial intention. Sustainable entrepreneurial intention is significantly driven by attitude and propensity to act. Therefore, the inclusion of education for sustainable entrepreneurship into the regression equation adds to its explanatory power. Originality/value This study contributes toward understanding of sustainable entrepreneurial intention of intermediate university students in a developing world context – Nigeria. Above all, it is among the few studies that shed light on the strength of education for sustainable entrepreneurship in the formation of sustainable entrepreneurial intention among students. This study proposes integration and extension (by adding education for sustainable entrepreneurship) of the theory of planned behavior and entrepreneurial event model in learning about students’ intentions to engage in sustainable entrepreneurship.

Entrepreneurship education has emerged as a crucial driver of innovation and business sustainability, equipping individuals with the necessary skills to navigate complex market environments while fostering responsible and sustainable business practices. This study conducts a bibliometric analysis using Scopus database and VOSviewer to map the evolution of research at the intersection of entrepreneurship education and business sustainability. The analysis identifies key research trends, influential authors, collaborative networks, and emerging thematic areas, providing insights into how scholarly discourse in this field has developed over time. The findings reveal that entrepreneurship education research has expanded from individual behavioral studies to encompass pedagogical advancements, sustainability integration, and digital transformation through artificial intelligence and big data applications. While the study highlights strong international collaborations, it also uncovers regional disparities and limited interdisciplinary research, suggesting the need for more cross-country comparative studies and integration of sustainability-focused educational models. This study contributes to the academic discourse by identifying research gaps and proposing future directions for enhancing entrepreneurship education’s role in sustainable business development.

This research investigates the connection between entrepreneurship education, intention, and self-efficacy among Chinese college teachers. The study aims to understand how entrepreneurship education influences the entrepreneurial intentions and self-efficacy beliefs of college teachers in China. A quantitative research approach particularly descriptive research was employed, utilizing surveys to collect data from a sample of Chinese college teachers. The survey included measures of entrepreneurship education, entrepreneurial intention, and self-efficacy across various dimensions. Statistical analyses, using non-parametric tests, were conducted to explore the relationships between these variables. Findings from the study contribute to both theoretical understanding and practical implications in the field of entrepreneurship education. By examining the specific context of Chinese college teachers, the research sheds light on the nuanced dynamics of entrepreneurial intention and self-efficacy within the academic community. The results offer valuable insights for policymakers, educators, and stakeholders involved in designing and implementing entrepreneurship education programs tailored to the Chinese higher education landscape. However, the findings reveal no significant associations between entrepreneurship education, entrepreneurial intention, and self-efficacy among Chinese college teachers. Specifically, participation in entrepreneurship education programs do not positively influences teachers' intentions to engage in entrepreneurial activities and enhances their confidence in their entrepreneurial abilities. These results underscore the importance of integrating entrepreneurship education into professional development programs for college teachers in China, as it can play a crucial role in fostering entrepreneurial attitudes and behaviors among educators. The implications of these findings for policy and practice in higher education are discussed, highlighting the importance of promoting entrepreneurial education initiatives to support innovation and entrepreneurship ecosystems within Chinese universities.

Culinary businesses provide unique and contemporary insights on how Green Entrepreneurship can be a solution for enterprises. Tourist destinations not only serve as profitable tourism and culinary tourism places, but also deal with environmental challenges such as food waste and plastic usage. This study aims to analyze the influence of Entrepreneurship Education, Entrepreneurial Orientation, and Green Behaviour on business sustainability with Green Entrepreneurship as the intervening variable. The research method uses an exploratory approach with Partial Least Squares Structural Equation Modelling (PLS-SEM) to test the relationships between variables. The sample consisted of 60 culinary businesses in Java and Bali that were purposively selected. The research results show that entrepreneurship education and entrepreneurial orientation do not have a significant impact on business sustainability through Green Entrepreneurship. Green Behaviour has been proven to have a positive and significant impact in driving business sustainability through the role of Green Entrepreneurship. Environmental awareness or green behaviour takes an important role in encouraging sustainable business practices in the culinary industry. This research emphasizes the importance of incorporating environmentally friendly practices into businesses to achieve sustainability, especially in the culinary business.

PurposeThe proliferation of entrepreneurship education in higher education has heightened the demand for individuals to teach this subject across diverse academic disciplines. Moreover, while many entrepreneurship educators follow a serendipitous entry into the field, a discourse about how such diverse cohorts of entrepreneurship educators experience their professional becoming and being remains limited. As an extension of a broader investigation into the competence development of entrepreneurship educators, this study explores their transition into their role.Design/methodology/approachThis study conceptualises career behaviour as a socially constructed phenomenon. In total, 19 graphic-mediated interviews were conducted with entrepreneurship educators from 11 public universities across England, exploring their lived experiences in higher education.FindingsOur work underscores imposterism as a prevalent and formative aspect of becoming an entrepreneurship educator in higher education. We pinpoint specific incidents that serve as triggers for imposterism and elucidate professional development opportunities considered most effective for assisting entrepreneurship educators in coping with imposterism.Research limitations/implicationsThis study was limited to a small sample of entrepreneurship educators in England. An avenue for future research would be to explore imposterism in the experience of a larger sample of entrepreneurship educators. Furthermore, our sample was solely situated in higher education in England, and we recognise that our findings may not be generalisable to other contexts. Hence, future research may extend internationally to facilitate a broader comparative analysis. Thirdly, the study relied on self-reported data, which may be subject to inherent biases. Other studies exploring imposterism have applied quantitative methods using instruments such as the Clance Impostor Phenomenon Scale (Clance, 1985) or the Leary Impostorism Scale (Leary et al., 2000). Future investigations may enrich our understanding of the phenomenon by complementing the qualitative insights from the present study with such quantitative methods and scales.Practical implicationsOne important implication for those staffing entrepreneurial education programs is to consider the specific backgrounds of the educators and attempt to tailor an induction and ongoing professional development based on potential triggers of imposterism. For instance, professional entrepreneurship educators entering from outside academia should be provided with opportunities to enhance their subject knowledge and socio-cultural knowledge about higher education. Additionally, academic entrepreneurship educators should be provided with support for their research activities, a key trigger for imposterism. Secondly, this research confirms extant work on the importance of non-formal and situated learning as coping mechanisms pertinent to entrepreneurial education (Hutchins and Rainbolt, 2017; Wilkinson, 2019). A key recommendation for academic developers is to provide entrepreneurship educators access to role-specific informal and formal learning communities to enhance their pedagogical content and subject knowledge and build a peer network for mutual support. This is particularly relevant to institutional contexts that employ few entrepreneurship educators or provide limited resources for continuous professional development.Originality/valueThe novelty of the current study is derived from the extension of the literature on imposterism into the nuanced context of the lived experiences of entrepreneurship educators in higher education. We position our research as important for scholars intrigued by the profiles and perspectives of entrepreneurship educators and for academic developers tasked with the professional advancement of a diverse cohort of entrepreneurship educators.