Application and Research of Attention Mechanism Combined with Data Visualisation for Entrepreneurial Learning Course Recommendation System in Universities and Colleges

Game on! Unlocking entrepreneurial learning through the hidden power of motivation in business simulation games

This study examines the socio-cultural and educational dimensions of Micro, Small, and Medium Enterprise (MSME) transformation in Central Java, Indonesia. Focusing on the batik industry as a cultural and economic symbol, the research explores how Innovative Entrepreneurship Learning (IEL) fosters Digital Entrepreneurship Behavior (DEB) through creativity, knowledge sharing, and cultural adaptation. Using a quantitative approach involving 240 MSME owners and managers, the study reveals that entrepreneurship education, creativity, and knowledge sharing significantly influence IEL and DEB. More than an economic shift, digital transformation among MSMEs represents a cultural evolution where traditional values intersect with technological innovation. IEL emerges as a key mediator that bridges learning, innovation, and cultural sustainability. The findings highlight the importance of culturally responsive and inclusive entrepreneurship education in strengthening digital resilience, empowering women entrepreneurs, and promoting sustainable community development. This research contributes to interdisciplinary discussions on entrepreneurship, local wisdom, and socio-digital adaptation, offering insights into how education and culture can drive inclusive growth in Indonesia’s creative economy.

Entrepreneurship is one of the strategic pillars in driving national economic growth, particularly through the role of Micro, Small, and Medium Enterprises (MSMEs), which contribute more than 60% of Indonesia’s Gross Domestic Product (GDP). This study aims to analyse the factors affecting entrepreneurial intention among MSME actors in Indonesia who have participated in entrepreneurship training. Specifically, the study examines the influence of entrepreneurial motivation, market orientation, entrepreneurial orientation, entrepreneurial learning, entrepreneurial attitude, and entrepreneurial self-efficacy on entrepreneurial intention, as well as testing the role of subjective norms as a moderating variable. Using a quantitative approach and the Partial Least Squares Structural Equation Modelling (PLS-SEM) method, data were collected from 380 MSME respondents across the Greater Jakarta area. The findings reveal that entrepreneurial learning significantly mediates the relationship between market orientation and entrepreneurial intention, as well as between entrepreneurial motivation and entrepreneurial intention. Meanwhile, subjective norms were found to moderate the relationship between entrepreneurial attitude and entrepreneurial intention, but not the relationship between entrepreneurial self-efficacy and intention. These findings contribute theoretically to the understanding of the cross-path relationships between psychological and contextual variables in shaping entrepreneurial intention. In practical terms, entrepreneurship training should be designed to strengthen active learning and foster social norms that support entrepreneurial intention.

This study presents an ICT-supported competition–teaching integration model to cultivate engineering students' innovation and entrepreneurship competencies. A 12-month quasi-experiment across two Chinese universities (N = 242) combined constructivist course design with staged competitions and learning-analytics dashboards. Results show significant improvements over traditional instruction in creative-thinking (+12.2%), practical ability (+11.1%), teamwork (+8.2%), and project-delivery (+13.6%), with inflection points aligning to competition milestones. The model supplies a concise, data-driven blueprint for embedding entrepreneurial learning into engineering curricula.

The development of digital technology has changed global business patterns, including in Indonesia, through the growth of e-commerce, social media, and online platforms. This change opens up great opportunities for students as the educated young generation to develop online businesses. This research aims to explore students' online business readiness from a digital mindset perspective through a phenomenological study approach among students in Malang. The research focuses on online business readiness, digital mindset, attitudes towards technology, and the contribution of entrepreneurship learning, which are analyzed using the Theory of Planned Behavior framework(Ajzen, 1991) and Entrepreneurial Mindset Theory. The research used qualitative methods with in-depth interviews with online business students. The results show that students have a basic understanding of digital business, especially in utilizing social media and marketplaces. A positive attitude towards technology has been formed, indicated by perceived benefits and ease of use. However, a gap emerges between technical skills and long-term strategic planning capabilities. Innovation and problem-solving tend to be reactive, simply following trends, while psychological resistance such as fear of fraud and data security remain barriers. This research confirms that online business readiness is not only determined by technical skills, but also by the strengthening of an adaptive, innovative digital mindset. This research confirms that online business readiness is not only determined by technical skills, but also by strengthening an adaptive, innovative, and resilient digital mindset.The novelty of this research is the integration of TPB and Entrepreneurial Mindset Theory to understand students' readiness to face digital business challenges.

This study maps global research trends in entrepreneurial education from 2019 to 2024, analysing 1,212 SSCI-indexed journal articles from the Web of Science Core Collection through the lenses of human capital theory, planned behaviour theory, and entrepreneurial self-efficacy. Using the Bibliometrix package in R and VOSviewer, performance analysis and science mapping were applied to examine publication trends, citation impact, co-authorship networks, keyword co-occurrence, and thematic evolution. Results show sustained growth in scholarly output, led by the United States and European nations, while Malaysia and Singapore achieved exceptional citation impact. Strong transnational collaborations, particularly in Europe, underpin thematic priorities such as entrepreneurial learning, self-efficacy, innovation, and sustainability, with an emerging focus on gender, social entrepreneurship, and digital pedagogy. The findings offer actionable insights for educators, researchers, and policymakers, providing the most comprehensive recent bibliometric mapping of entrepreneurial education. This integration of quantitative evidence with theory informs post-pandemic research and pedagogical innovation.

SMP Katolik Sang Timur Jakarta faces the challenge of low student understanding of entrepreneurship concepts and presentation skills, requiring a practical and participatory learning method. This community service program aims to enhance entrepreneurial literacy and public speaking skills through the introduction of the Business Model Canvas (BMC). The activity was conducted on ninth-grade students. The method was applied through stages of material delivery, group discussions, canvas completion, and presentation of results. Evaluation was carried out using pre-tests and post-tests. The results showed an increase in the average understanding score and accompanied by improved confidence, creativity, and teamwork. The implication of this activity is that BMC can be an effective medium for entrepreneurship learning at the secondary school level and can be replicated in other schools to foster entrepreneurial interest from an early age.

Youth unemployment and underemployment remain persistent in developing contexts, calling for scalable, engaging entrepreneurship education that aligns with Gen-Z’s digital habits. This study aimed to develop and validate an Instagram-based training module to strengthen entrepreneurial attitudes and behaviors among young MSME actors in Tondano, Indonesia. Using a Research & Development approach with the 4-D model (Define–Design–Develop; Disseminate planned), we conducted needs analysis, iterative prototyping, expert validation (content and media), and pilot testing with purposively sampled participants (n = 30; ages 18–30). Data were gathered via Likert-type questionnaires and Focus Group Discussions and analyzed descriptively with percentage criteria for feasibility. Results show high feasibility and acceptance: material validation = 90.34% (very good), media validation = 82% (good), platform/Instagram usability = 92.5% (very good); user responses indicated 92.5% strongly agree and 7.5% agree that the module improved understanding of entrepreneurial attitudes/behaviors. We conclude that an Instagram-based, micro-modular design is practicable, context-fit, and engaging for youth entrepreneurship learning. Practically, the module offers a low-cost, mobile, and scalable alternative for educators, community organizations, and local governments to complement formal programs and expand outreach. Future research should (a) conduct larger multi-site trials, (b) embed formal assessment (e.g., quizzes, performance tasks) and gamified elements, (c) evaluate longitudinal outcomes (self-efficacy, venture activity), and (d) compare cross-platform delivery (e.g., TikTok/YouTube/LMS) to mitigate algorithmic visibility bias.

The Guangdong-Hong Kong-Macao Greater Bay Area positions Macao as an intermediary between mainland China and Portuguese speaking countries, and the coordination of formal institutions and social networks reduces cross border costs. Existing research privileges structure over process and lacks an explanation of how entrepreneurs translate external conditions into capabilities and sustained intention. Drawing on semi structured interviews and thematic analysis with ten Macao entrepreneurs who have cross border experience, this study advances two mechanisms. Situated internalization, comprising situational triggering and capability consolidation, explains how practice is reflected upon and sedimented as organizational knowledge. Motivation sustainment, comprising motivation matching and satisfaction assessment, explains how platform satisfaction is converted into sustained cross border operating intention. Together the mechanisms trace a causal chain linking learning and platform use and provide process indicators that are observable, comparable, and testable. The study operationalizes the alignment of policy and social networks into an actionable framework and offers empirical support and design levers for platform governance and for embedding entrepreneurial learning in practice.

Abstract Entrepreneurship Education (EE) is experiencing growth at both primary and secondary educational levels worldwide, including in South Africa. It is increasingly advocated as a strategy for sustainable development. Nevertheless, the pedagogical foundation of EE for sustainable development in schools remains in the nascent stages of development. This paper examines the necessity of developing a more comprehensive vision of school-based EE, critiquing the growth- and human capital-oriented perspectives on sustainable development within EE. Considering the life-worlds of learners in South African communities—representative of broader contexts within the Global South—this paper proposes an approach to EE for sustainable futures grounded in the capability approach (CA). Building on this foundation, it advocates for a transformative model aligned with the principles of social and ecological justice, decolonisation and critical pedagogy. The proposed model introduces critical inquiry into ‘spaces of unfreedoms’ as a pedagogical starting point for the praxis of teaching in South African classrooms. It links EE with the ideas of capability expansion and sustainable development. The model supports an entrepreneurial learning process aimed at transformative action toward more equitable and sustainable futures. Its relevance extends to curriculum development, pre-service and in-service teacher education.

South Africa faces a critically high unemployment rate due to poor educational attainments and socio-economic disadvantages. The critical need for job creation demands a renewed look at entrepreneurial endeavours. Higher education institutions (HEIs) are critical in producing knowledge for society. Innovative ways of supporting entrepreneurial learning are required to bridge the financial knowledge gap of educationally marginalised socio-economic groups, such as small business owners from impoverished communities. The study aimed to gain insights into the perceptions of small business owners and ascertain the role of HEIs in developing financial literacy skills of small businesses. Data was collected from twelve small business owners who participated in a two-day financial literacy workshop. A phenomenological and mixed-method approach was applied to gather quantitative and qualitative data through questionnaires. Challenges faced by small business owners and the dire need for financial literacy were identified, suggesting an urgent role for HEIs to equip small business owners with the tools necessary to run their businesses effectively. Immense value was derived from the financial literacy workshop, which suggests that HEIs have a role in providing appropriate but tailored training to participants who often do not have an educational background.

High unemployment among Indonesian Vocational High School (VHS) graduates highlights a persistent gap between school-acquired competencies and labour market demands. To address this, fostering entrepreneurial intention during early education is essential. This study research expands the entrepreneurial intention framework to the vocational education context in Indonesia, where empirical evidence on the psychological and contextual factors influencing entrepreneurial intention among VHS students remains limited. Specifically, the study examines how internship experience and social valuation influence entrepreneurial intention, with self-efficacy as a mediating variable and entrepreneur education support as a moderating variable. Employing a quantitative design, data were obtained from 160 VHS students in DKI Jakarta who had completed internship programs. The analysis usedPartial Least Squares-Structural Equation Modelling (PLS-SEM) with SmartPLS 4.0. The results show that internship experience and social valuation both increase self-efficacy, which has a strong effect on entrepreneurial intention. While internship experience does not directly lead to entrepreneurial intention, it influences it indirectly through selfefficacy. Social valuation affects entrepreneurial intention both directly and indirectly. The study also finds that entrepreneurial education support strengthens the effect of social valuation on entrepreneurial intention, but not the effect of internship experience or self-efficacy. The findings underscore the significance of social support and practical experience as essential components of entrepreneurial learning in vocational education to strengthen entrepreneurial intention among students.

This study aims to develop and test an integrated entrepreneurship learning model in the Equalization Program Package C at the Bima Sakti Kedayunan Community Learning Center (PKBM), Banyuwangi. This learning model aims to enhance the entrepreneurial skills of learners, most of whom are already working or have family responsibilities, so they are prepared to face the challenges of the job market or start their own business. This research uses a qualitative approach with a case study method, involving interviews, observations, and documentation. The results show that the factors supporting the implementation of the entrepreneurship learning model include partnerships with SMEs and the Business/Industrial World, adequate facilities and infrastructure, and relevant training. Meanwhile, the main challenges include issues with scheduling, the cost of practice materials, internet access, and limitations in the regulation of BOS fund usage. Based on these findings, the project-based learning model and partnerships with SMEs have a positive impact on learners' motivation and work readiness

Strengthening entrepreneurship based on art and technology requires a product downstream strategy that is adaptive to market needs and the development of creativity. This research aims to formulate a pattern of developing SmartCraft Packs creative products as a learning and production medium that supports downstream entrepreneurship in Studio Mitra Bangun Kreatifa. The approach used is the Logical Framework Approach (LFA), which consists of the stages of problem identification, goal analysis, input and output planning, and measurement of achievement indicators. Data was collected through observation, in-depth interviews, and documentation of the creative process in the studio, as well as validation of the needs of user segments and target markets. The results of the study show that the development of SmartCraft Packs with interactive and modular content based on digital arts and contextual crafts is able to strengthen the entrepreneurial learning ecosystem that is applicable and market-oriented. This product not only serves as a medium for education and creative exploration, but also opens up downstream opportunities through community collaboration, product incubation, and digital distribution. This development pattern is expected to be a replication reference for other creative studios in designing applied art products that are relevant to today's creative entrepreneurship ecosystem.

This study aims to examine the implementation of Project-Based Learning (PjBL) in Entrepreneurship Education at Universitas Handayani Makassar, using a qualitative approach that combines literature review and in-depth interviews with six lecturers who have applied PjBL in entrepreneurship teaching. The findings from the interviews indicate that PjBL effectively increases student engagement in learning, enriches their practical experiences, and develops essential skills such as problem-solving, communication, and collaboration. However, challenges faced in its implementation include time constraints, limited resources, and the lecturers' readiness to provide intensive guidance to students. Additionally, the role of lecturers as facilitators is crucial to the success of the PjBL model. Based on the research findings, it is recommended that the institution provide additional training for lecturers, enhance the curriculum to integrate PBL better, and offer facilities to support project-based learning. The implementation of PjBL is expected to improve the quality of entrepreneurship education and better equip students with the necessary skills to navigate the competitive business world.

How entrepreneurial learning and capability interact to influence new farmer entrepreneurial performance in China: A configuration analysis based on fsQCA

This study aims to describe the implementation of entrepreneurship education through the Global Entrepreneurship Week (GEW) program at SD Pembangunan Jaya, South Tangerang. Using a qualitative descriptive approach, data were collected from the principal, teachers, and students through interviews, observations, and documentation. Data were analyzed through data collection, reduction, presentation, and conclusion drawing, with validity tests including credibility, transferability, dependability, and confirmability. The implementation began with thorough planning by teachers and the Teacher Working Group (KKG) at the start of the academic year. The program included entrepreneurship learning, business planning, capital acquisition, production, and product sales. The findings revealed that entrepreneurship education through GEW successfully fostered entrepreneurial values among students, such as creativity in business design, communication in product presentation and sales, and teamwork. The program not only enhanced students’ knowledge of entrepreneurship but also developed essential skills for becoming competitive entrepreneurs. Evaluation by teachers and the principal was conducted to improve future implementation.

This study investigates the effect of learning presence on entrepreneurial intention in an online flipped learning environment for foodservice entrepreneurship education. The primary objective of this study is to empirically identify the single and sequential mediating effects of learning flow and subjective academic achievement in this relationship. Data were collected from 228 students majoring in culinary and foodservice management at 2- and 4-year universities in the Daegu, Gyeongbuk, and Busan regions who had completed a flipped learning-based foodservice entrepreneurship course. The hypotheses were tested using PLS-SEM. The findings revealed that the direct effect of learning presence on entrepreneurial intention was not significant. However, the indirect effects through learning flow and subjective academic achievement, both individually and sequentially, were significant, confirming a full mediation effect. This study empirically demonstrates that a positive learning environment does not directly lead to entrepreneurial intention in online flipped learning for foodservice entrepreneurship. Instead, it must be channeled through a deep learning process and resulting successful experiences. These results suggest that for effective online entrepreneurship education, it is essential to design instructional strategies that not only create a conducive environment as well as induce student flow and facilitate tangible academic achievement.

This study explores Game Over (GO!), an innovative educational model that integrates gamification, experientiallearning, and interdisciplinary collaboration to enhance entrepreneurship education. GO! transforms classrooms intodynamic innovation labs where students design and prototype physical games to solve real-world challenges, aligning withthe Sustainable Development Goals (SDGs). Adopting a mixed-methods approach, the research analyzed data from fiveeditions of GO!, involving 652 students who developed 117 game prototypes. Quantitative data include prototypeevaluations and participant surveys, while qualitative insights were obtained through interviews with judges and participantobservation. Results show that 80% of the prototypes aligned with the SDGs, and 80% of teams refined their designs multipletimes following feedback from users and early adopters. Judges highlighted the initiative’s creativity, depth, and real-worldimpact. This study demonstrates that gamification, beyond being a teaching tool, is a catalyst for developing critical thinking,creativity, and collaborative skills. The findings offer a scalable model for integrating game-based learning inentrepreneurship education across diverse contexts.