Inclusive Innovation in Turbulent Economies: A Comparative Study of Entrepreneurial Ecosystems across Maghrebi University Startups

This study explores how university-based business incubators shape entrepreneurial intentions among students in North Africa, drawing on the Theory of Planned Behavior (TPB) as a guiding framework. It investigates the extent to which incubator support enhances students’ attitudes toward entrepreneurship, perceived social norms, and perceived behavioral control. Based on a structured questionnaire administered to 198 students from Algeria, Tunisia, and Libya, the analysis applies multiple regression techniques to examine the relationships between incubator inputs and entrepreneurial outcomes.Unlike earlier studies that focused on isolated national settings, this research offers a cross-national comparative lens, highlighting the shared and divergent dynamics of academic entrepreneurship across turbulent economic environments. The findings reveal that incubators not only provide tangible resources but also reinforce students’ psychological readiness and confidence in navigating entrepreneurial pathways. These insights contribute to ongoing debates about inclusive innovation and higher education’s role in economic resilience, while offering practical implications for policymakers and universities—particularly in regions where economic fragility and youth marginalization demand inclusive, context-aware entrepreneurial strategies. This study contributes to the literature by offering an empirically grounded, regionally nuanced understanding of how academic incubators influence inclusive entrepreneurship in fragile economies.

Introduction. Researchers have always paid close attention to an educational problem of the formation and the role of psychological readiness of adolescents and students for studying at higher education institutions. After the start of a large-scale Russian military invasion in February 2022, this aspect has become particularly acute and relevant. The aim of this reveiw article is to examine the role of key subsystems of psychological readiness among students in higher education institutions under the influence of wartime conditions. Materials and methods. Based on professional review articles, this study examines the primary factors shaping a psychological readiness of an individual for higher education. The importance of this work is heightened by the ways in which these processes are significantly altered—and in some cases, become multi-complementary—under the conditions of the Russian military invasion. The study draws on psychological research conducted by leading scientists, focusing primarily on findings from the past five years. Results. The psychological readiness of first-year students for studying at higher education institutions is closely tied to their psychological adaptation to new academic conditions. This readiness is crucial for shaping graduates into professionally skilled specialists equipped to work in relevant sectors of the national economy. Research indicates that developing psychological adaptation of students is not feasible without a foundational intellectual component of psychological readiness established in earlier stages. This foundation promotes students’ creativity, the formation of self-concept („I” concept), and heightened resilience to the challenges of studying in higher education during extreme wartime conditions. Without this structure of psychological readiness, achieving higher education becomes virtually unattainable. The next important component of the system of psychological readiness of adolescents for studying at higher education institutions is personal readiness. This is a rather complex and complementary system of individual knowledge and skills. It solves practical issues of optimizing the receipt and processing of information by a adolescent, as well as readiness to discuss the achieved results with peers, the importance of these processes for the formation of self-awareness of young men and women. The third important component of university students’ psychological readiness is the operating system. First of all, this concerns not only the issues of mastering professional knowledge and technologies, but also the ability to use them in the practical professional activities of students, and later adults. Conclusion. Thus, the psychological readiness of adolescent students significantly enhances their ability to succeed in higher education. It fosters greater adaptability and resilience, particularly under the challenging conditions of wartime, supporting students in navigating their studies more effectively.

Purpose This study argues that strategic information systems (SISs) are necessary for organizations’ survival and corporate performance in turbulent economic environments. Applying Miles and Snow’s strategy typology, the purpose of this paper is to explore how SIS supports business strategy and corporate performance. Design/methodology/approach This study uses quantitative survey data from 389 Brazilian companies during economic crises and analyzes them using structural equation modeling. Findings There is strong evidence that SIS promotes capacity and flexibility to create competitive strategies in response to environmental changes. SIS significantly and positively predicts firms’ use of prospector strategies, reducing the need to sacrifice efficiency for innovation. SIS can predict corporate performance more strongly than firms’ strategic orientations can. Practical implications The results provide organizations insights on how SIS enables strategic planning processes to create competitive strategy and improve performance during economic turbulence. Originality/value This research demonstrates SIS’s positive effects during economic turbulence on competitive strategy and performance, revealing that corporate performance is influenced more by SIS (strategic process) than strategic orientation (content). Hence, this study fills a research gap in the information systems strategy literature by contributing new insights about SIS.

Adolescents’ daily journeys to school reflect far more than simple transportation choices—they echo perceptions of safety, social influence, and psychological readiness. This study integrates four behavioral frameworks—the Theory of Planned Behavior (TPB), Social Cognitive Theory (SCT), the Norm Activation Model (NAM), and the Health Belief Model (HBM)—to examine the layered motivations and deterrents behind students’ transport mode selection. While walking and cycling are viewed favorably, these intentions often break down in the face of perceived risks, infrastructural shortcomings, and restrictive parental norms. Drawing on empirical insights, the study finds that perceived behavioral control, peer modeling, and tangible infrastructure quality significantly shape commuting decisions, Interventions grounded in behavioral science—such as gamified initiatives, family engagement, and school-led campaigns— demonstrate greater effectiveness when paired with safe, well-designed public spaces. This research calls for integrative, multi-level approaches that treat active commuting not merely as a health goal, but as a shared civic responsibility. Future research should incorporate longitudinal methods and objective tracking tools to better assess change over time.

Expanding social insurance coverage to informal sector workers remains a critical challenge in emerging economies. This study advances theoretical understanding by proposing and empirically validating an innovative integrated framework that synthesises the Theory of Planned Behaviour (TPB) and Self-Determination Theory (SDT), addressing the limitations of single-theory approaches that inadequately explain the intention-behaviour gap in voluntary social insurance (VSI) participation. Whilst TPB elucidates cognitive determinants of intention formation, SDT enriches the model by capturing motivational quality underpinning sustained behaviour, representing a novel theoretical integration previously unexplored in informal sector financial protection contexts. Through structural equation modelling analysis of survey data from 800 informal workers across Vietnam’s six regions, this research empirically confirms traditional TPB relationships. It establishes intrinsic motivation as a direct predictor and crucial mediator between risk perception and intention—a previously unidentified psychological mechanism. Income demonstrates a paradoxical dual role, negatively affecting direct participation whilst positively moderating the intention-behaviour relationship, revealing how material constraints interact with psychological readiness in complex ways. The integrated model exhibits substantial explanatory power for both intention ( R 2 = .639) and participation ( R 2 = .564), significantly exceeding single-theory applications and substantially extending current theoretical understanding of voluntary financial behaviours. These findings demonstrate how the integration of cognitive and motivational perspectives creates synergistic theoretical advancement, offering valuable implications for policymakers seeking to bridge the alarming gap between Vietnam’s ambitious social protection targets (60% labour force participation by 2030) and current empirical reality (3.92% VSI participation), whilst providing insights for similar emerging economies confronting informal sector coverage challenges.

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

The purpose is to diagnose the psychological and technical readiness of first-year bachelor’s degree students for mobile learning and, based on the results, to create a roadmap for the organisation of mobile learning in the process of training first-year bachelor’s degree students. Methodology. The study was conducted on the basis of H.S. Skovoroda Kharkiv National Pedagogical University in several stages and included the identification of the theoretical foundations of the study, the selection of methods and techniques of mobile learning, and the research base. The survey involved 189 respondents who are full-time undergraduate students, including women (93.7%) and men (6.3%). The students who took part in the survey are studying in the following faculties: Primary Education; H.F. Kvitka-Osnovianenko Ukrainian Language and Literature; Preschool Education; Natural Sciences; and Law. The project was carried out using a descriptive method by filling in a specially designed questionnaire, the Mobile Microlearning Online Questionnaire. Results. The advantages of mobile learning for higher education students are: efficient use of time, individual pace and rhythm of learning. At the same time, difficulties in the experience of mobile learning are caused by the inability to rationally distinguish between rest, study, and intellectual leisure. In addition, difficulties Difficulties are also caused by problematic concentration of attention, inability to rationally spend time and energy resources, the problem of the availability of the current generation of gadgets; lack of experience in teamwork, delegation of authority, gaps in secure communication via MS, lack of quality communication, difficulty in mastering computer programs, heavy workload and volume of tasks, lack of digital competence of teachers. Students consider freedom of movement, the extent of participation in learning initiatives, prompt communication between participants, the environment for the formation of information and digital literacy, clear step-by-step instructions, and dynamic communication to be important conditions for the effectiveness of mobile learning. In mobile learning, higher education students most often use a smartphone and a laptop, less often other devices (such as UMPC; Tablet PC; tablet PCs; e-book; audio player; multimedia guide; multimedia consoles, etc.) to search for information on the Internet, set up video communication, such as a camera, a voice recorder, to watch videos, and to translate. Conclusions. The study substantiates the need to take into account the technical and psychological readiness, and the competence in the use of mobile devices of first-year bachelor's degree students in the use of mobile devices for mobile learning. A roadmap for the organisation of mobile learning in higher pedagogical education institutions has been developed and presented.

Social inclusion and inclusive innovation practices are being implemented in university strategies and routines in various ways considering historical, cultural, socio-economic and other factors. This chapter deals with the current state of the universities’ inclusive function in Russia, its origins and prospects. It represents the inclusive activity as an outcome of the national and local top-down policies combined with universities’ bottom-up initiatives. To clarify the path dependency it also describes respective particularities of the Russian higher education system vis-a-vis internationally recognised concepts and models. Finally, a study of particular cases provides an evidence for a preliminary classification of university’s practices and tools for social inclusion and inclusive innovation. In addition to practical cases the chapter provides relevant statistical data and structured legislation review.

The antecedents of sustainability-oriented entrepreneurial intentions: An exploratory study of Angolan higher education students

This study proposes to explore the level of inclusive innovation adoption in converged telecommunications as perceived by industry players in Malaysia as well as their attitudes towards the idea using Ajzen's theory of planned behavior (TPB). The paper shares the findings of the pilot study conducted in a focus group of Malaysian telecommunications industry players. Discussions on the robustness of the tool developed, some descriptive statistics, preliminary findings and recommendations for the communications sector are given as well as implications for next stages of the work. In general, the findings indicated that the Malaysian communications industry players moderately agreed on the inclusiveness of the convergence goods currently available in the markets. However, the findings also indicated more can be done to enhance the level of inclusiveness. Furthermore, there appear to be certain differences in attitude towards inclusive innovation according to gender and generation.

This study propose to explore the level of inclusive innovation adoption in converged telecommunications as perceived by industry players in Malaysia as well as their attitudes towards the idea using Ajzen's theory of planned behaviour (TPB). The paper shares the findings of the pilot study conducted in a focus group of Malaysian telecommunications industry players. Discussions on the robustness of the tool developed some descriptive statistics, preliminary findings and recommendations for the communications sector are given as well as implications for next stages of the work.

Objective - Mobile learning had widely impacted higher education, providing technology enabled educational opportunities to the mobile-first learners of the millennium, anytime, anywhere. The adoption of mobile technology rapidly increased among higher education institutions of Maldives, changing the psychological perception of distance learners who were located in different atolls of the country. Methodology/Technique - This paper was developed to explore psychological readiness of institutional distance learning students to adopt mobile learning in Maldives. Using quantitative approach, the research was conducted among the distance learners from three key higher education institutions of Maldives. Contributing to the e- questionnaire, three hundred and forty-three (n=340) students expressed their psychological readiness to adopt mobile learning in Maldives. Data collected using mobile technology was analysed using the analysis summary retrieved from Google forms and SPSS. Finding - The analysis revealed that majority of the students of Maldives higher education institutions were acquainted and psychologically ready to adopt mobile learning as a convenient mode of delivery. Novelty - Thereby, it can be said that students were willing to welcome mobile learning enhanced by mobile technology and were psychologically ready to adopt the emerging shift in the paradigm. Type of Paper - Empirical. Keywords: Mobile learning, psychological readiness, paradigm shift, higher education institutions, Maldives JEL Classification: I21, I23

Exploring the Integration of Digital Literacy (DL) in Higher Education (PT) is a complex and continuously developing relationship. This research aims to identify barriers and factors for effective integration and assess their impact on learning. This research uses mixed methods to measure 93 lecturers from various academic backgrounds, and teaching experiences to reveal the multifaceted dynamics of DL integration by examining experiences, perceptions, and institutional factors that influence lecturers. Correlation findings reveal distinct relationships, while regression and structural equation modeling highlight the explanatory power of selected predictors. The findings of this research have practical implications for lecturers, administrators, and policymakers in higher education. Additionally, this research contributes to the scholarly discourse by capturing diverse narratives surrounding the integration of DL in HE. This increased understanding of research opens up opportunities for future research in the form of further investigation into the specific dynamics of peer influence and the impact of institutional policies. In conclusion, higher education institutions adapt to the digital era's demands, and collective research and practice efforts can form an inclusive and adaptive education system.

The full-scale armed aggression of the Russian Federation against Ukraine and the need of the security and defense forces of Ukraine for well-trained officers confirmed the need to introduce new approaches to the formation of the structure and content of the military training of Ukrainian citizens studying under the reserve officer training program. This requires a reasonable approach to the issues of improving their training, which is not possible without the use of the appropriate scientific and methodological apparatus for assessing the level of their competence in fire training. On the basis of the existing scientific and methodological apparatus for evaluating the effectiveness of training and the experience of conducting fire training at departments of military training in higher military educational institutions (military educational units of higher education institutions), the article describes a partial methodology for assessing the level of competence in fire training among citizens of Ukraine who are studying under the training program for reserve officers, which is built on the basis of the calculation of a multi-criteria dimensionless assessment, which allows not only to evaluate their results in fire training, but also to take into account their physical and psychological readiness, which significantly affects their skillful and effective use of standard weapons. Indicators that have a direct impact on the level of fire training competencies of Ukrainian citizens studying under the reserve officer training program include: level of training in fire training, level of physical fitness, level of psychological fitness. The assessment of the level of training in fire training is calculated according to a dependency that takes into account the level of knowledge, skills and abilities of citizens of Ukraine who are studying under the training program for reserve officers from the module "Military weapons and fire training". The assessment of the level of physical fitness of citizens of Ukraine studying under the reserve officer training program is determined by the results of their practical performance of physical exercises in accordance with the standards established by the manual on physical training in the system of the Ministry of Defense of Ukraine. The assessment of the level of psychological preparedness of citizens of Ukraine, who are studying under the reserve officer training program, is calculated according to the dependence that takes into account their psychological stability and readiness. The indicated partial methodology allows for a quantitative assessment of the level of fire training competencies of Ukrainian citizens studying under the reserve officer training program, as well as to identify problematic issues during its organization and implementation, which necessitates the development of recommendations for improving fire training. The results of the conducted research can be used during the assessment of the level of fire training competences of citizens of Ukraine who are studying under the reserve officer training program, as well as in the course of further research in this direction in scientific institutions.

At the time of brutal, unprovoked military aggression by the russian federation, our state continues targeted work on the systematic reform of military education. Current events and trends in the military-political arena indicate the need for a significant rethinking of the theoretical studies and methodological developments of military pedagogues, psychologists and psycho-physiologists regarding the directions and quality of unit commanders’ psychological training. The process of training specialists of the Armed Forces and other branches of the security and defense sector is accompanied not only by increasing the requirements for their military and professional competence, but also by improving the officer corps’ psychological training. The purpose of the article is to generalize the experience of psychological training of future officers of the Armed Forces of Ukraine at military higher educational institutions and to outline proposals for its optimization. Methodology. The effectiveness of implementing the practice of training military specialists in the armies of NATO countries into the educational space of Ukraine was analyzed; problematic issues related to the organization of future officers’ psychological training at military higher educational institutions are summarized. Results. The necessity of designing and implementing a pedagogical system that specifies the relevant tasks, diversifies the forms and technologies for the formation of future officers’ psychological readiness for professional activity was proven; the results of monitoring studies of the dynamics of officers’ psychological readiness to implement new professional competence were presented; measures for the formation of future officers’ psychological readiness for professional activity at military higher educational institutions were proposed. Data were obtained indicating the effectiveness of their implementation at military higher educational institutions. Recommendations for optimizing the process of forming future tactical-level officers’ psychological readiness while training at higher education institutions with specific training conditions were formulated. Key words: higher military educational institutions, NATO, future officers’ training, psychological readiness, reflexive approach, components of readiness.