Higher Education Settings Research Articles

Pengaruh Optimisme Dan Kemampuan Penyelesaian Masalah Terhadap Kesejahteraan Psikologi Pada Mahasiswa

In higher education settings, undergraduates also face complex dynamics that include academic pressures, social changes, and personal development demands which can negatively impact aspects of psychological well-being in students. Various elements can affect a person's psychological well-being, including culture, age, gender, and the way a person interprets experiences in their life. This study aims to determine the effect of optimism and problem-solving skills on psychological well-being in college students. This research is correlational quantitative research. The subjects in this study amounted to 135 students. The sampling technique used is random sampling. The results showed that the F value was 152.525 with a significant value of p = 0.000 where (p <0.05) which means that there is a significant effect of optimism and problem-solving ability on psychological well-being, so Ha is accepted and the R2 coefficient value (R Square) of 0.835 or (84%) which this value shows the influence of optimism and problem-solving ability on psychological well-being by 84% while the remaining 16% is influenced by other variables not examined. This study concludes that optimism and problem-solving ability affect psychological well-being positively and significantly, which means that the more optimism and problem-solving ability increase, the more psychological well-being levels will increase

Deciphering the Defining Features of Experiential Learning

This paper addresses the call for submissions to provide greater clarity on the defining features of experiential learning. This definition is accomplished with a critical review of literature relevant to experiential learning and reflection on the findings of a mixed method investigation exploring the defining features, canonical works, and theoretical foundations of experiential education occurring in natural settings. Postulations on experiential learning can be organized by foundational literature (ranging from Plato to Dewey) and definitional literature (formation of professional societies, research, & definitions). The sequential qual, qual mixed method study, which gained the perspectives of experiential education experts and practitioners, found the knowledge base to be broad and eclectic. Furthermore, personal experience was found to be valued as a primary source of knowledge and understanding of experiential learning. The following defining features were extracted from this investigation: personal experience, existential engagement, agency, fluid affordances, flexible pedagogy, empirical and conceptual ways of knowing, freedom, and precision. In addition to these new insights on experiential education, this study offers a research methodology that may be useful for gaining greater clarification about how experiential learning occurs within higher education settings and implemented more equitably.

Somehow bogged down: why current discussions on measuring HEI reputation go round in circles, and possible ways out

ABSTRACT Measuring and managing reputation is one of the core challenges for higher education institutions (HEIs). Although research and theory in higher education marketing has been addressing this key issue for decades, a clear picture of how to capture and monitor the reputation of higher education institutions has not emerged. As a result, recommendations on how to apply systematic reputation management in the HEI setting are lacking. We review traditional conceptualizations of the construct of reputation, identify common challenges to reputation measurement, and examine their application in higher education settings. Bringing together the baselines from these fields, we argue along four main lines that recommending a theoretically acceptable way to capture HEI reputation is tantamount to an unsolvable task. As a solution to the impasse, we call for an exploration of altered perspectives on reputation measurement for the HEI context. Increased consideration of relevance and departures from existing attempts are two issues that are particularly addressed. To advance the theory and encourage new thinking, we develop several lines of research that we hope will inspire further work in this important area and move the field toward more applicable solutions.

Investigating the role of Emotions on the learning effectiveness in VR enabled teaching interventions in school

Technology advancements are known to frequently have direct and significant effects on the educational sector. There is an increasing trend in the academic use of Virtual Reality to demonstrates usability, utility, and amusement of the learner. The use of technological tools like virtual reality (VR) helps people develop the digital-age literacy, creative thinking, communication, teamwork, and problem-solving abilities that are required to transform information rather than merely consume it. VR improves standard courses to accommodate students' various learning demands. Applications for skill mastery and training are now possible because to recent advancements in digital reality generation. The learning is made more enjoyable and productive for the user by using real like photos, videos, animations etc., which provide augmented knowledge about the surroundings. Learners commitment is a significant predictor of attainment, retention and diligence for enhanced learning. The research papers findings reported that the VR environment increases the learning outcomes and offer many benefits for devoting time and money to them in higher and tertiary educational settings. For current research 347 students had been assigned to VR technology for learning. The outcome of this research supports the objective that the emotions affect learning using the VR technologies. The results revealed that the positive emotions affect the Ergonomic, Learning, Hedonic and overall learning. Emotions influence students' desire to study, based on their eagerness, inquisitiveness and willingness to accomplishing their goals of positive outcomes. Emotions make the implementation of learning approaches easier. Additionally, emotions can influence self-control techniques.

Unraveling the attributions of digital literacy skills and knowledge gap in Ghana’s higher education: Undergraduate students voices in a phenomenological study

Any undergraduate student lacking the knowledge and skills for digital technology will find it challenging to succeed academically and thrive in the 21st -century higher education setting. This study employed a novel conceptual framework built from ecological theory to investigate the attributions of the knowledge and skill gap in digital literacy among Ghanaian undergraduate students. A phenomenological qualitative design with a purposive sampling technique was implemented to collect data from 16 undergraduates in a large public university in Ghana in a four-months period. The findings show several factors responsible for students’ digital literacy knowledge and skills gap. Undergraduates have ascribed these reasons to various macro and micro factors. The students attributed their skills gap to personal, parental, institutional, and government factors, pointing to the need for concerted action from national and international policymakers and educators alike. This paper argues that university lecturers, administrators, the Ministry of Education, and policymakers in Ghana should collaboratively redesign comprehensive, persuasive, and integrated digital literacy approaches to benefit undergraduate students at all levels.

Discursive formation of personalities: life trajectories of a transnational doctoral student between the UK and China

Abstract Contributing to existing studies on global circuits of knowledge and labour, this paper presents a case study of Andy – a Chinese doctoral student in the UK – and looks at his transition from higher education to later joining the labour market after returning to China through the lens of personality traits. It draws upon literature on language socialisation and sociolinguistic studies of mobility, focusing on how social actors navigate transnational higher education and the consequences on professional development in a neoliberalising market economy. It aims to investigate how (in)appropriate personhood – as manifested in recurrent personality attributes – is enacted and negotiated in specific learning contexts in Andy’s trajectory and the impact on employability, with various types of data consisting of participant observation, interviews, and relevant materials. The analysis suggests that Andy has been trained to engage communicatively with academic tasks in higher education settings. However, Andy considers himself lacking certain personality variables that could align with the criteria of a “good doctoral student” depicted by the institutions, such as being independent, motivated, and self-disciplined. Andy gradually shows disorientation in an academic career, albeit finding his inadequacy to perform the desired professional personhood in a labour market that values working experience and communication skills over education certification. This process explains why sometimes the expected communicative repertories and training acquired in higher education are not transferable into valuable resources that Andy can mobilise to become employed. This paper argues that neoliberal rationality has stratifying effects on individuals primarily due to an emphasis on self-responsibility and constant improvements. In transnational higher education, certain personality traits are considered desirable and lacking such characteristics can have side effects on mobile actors like Andy, who navigate the globalising labour market through uncertainty and precarity.

CREATE'ing improvements in first-year students' science efficacy via an online introductory course experience.

With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be successfully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.

Machine learning model (RG-DMML) and ensemble algorithm for prediction of students’ retention and graduation in education

Automated prediction of students' retention and graduation in education using advanced analytical methods such as artificial intelligence (AI), has recently attracted the attention of educators, both in theory and in practice. Whereas invaluable insights and theories for measuring and testing the topic have been proposed, most of the existing methods do not technically highlight the non-trivial factors behind the renowned challenges and attrition. To this effect, by making use of two categories of data collected in a higher education setting about students (i) retention (n = 52262) and (ii) graduation (n = 53639); this study proposes a machine learning model - RG-DMML (retention and graduation data mining and machine learning) and ensemble algorithm for prediction of students' retention and graduation status in education. This was done by training and testing key features that are technically deemed suitable for measuring the constructs (retention and graduation), such as (i) the Average grade of the previous high school, and (ii) the Entry/admission score. The proposed model (RG-DMML) is designed based on the cross industry standard process for data mining (CRISP-DM) methodology, implemented using supervised machine learning technique such as K-Nearest Neighbor (KNN), and validated using the k-fold cross-validation method. The results show that the executed model and algorithm based on the Bagging method and 10-fold cross-validation are efficient and effective for predicting the student's retention and graduation status, with Precision (retention = 0.909, graduation = 0.822), Recall (retention = 1.000, graduation = 0.957), Accuracy (retention = 0.909, graduation = 0.817), F1-Score (retention = 0.952, graduation = 0.885) showing significant high accuracy levels or performance rate, and low Error-rate (retention = 0.090, graduation = 0.182), respectively. In addition, by considering the individual features selected through the Wrapper method in predicting the outputs, the proposed model proved more effective for predicting the students' retention status in comparison to the graduation data. The implications of the models' output and factors that impact the effective prediction or identification of at-risk students, e.g., for timely intervention, counselling, decision-making, and sustainable educational practice are empirically discussed in the study.

Utilizing decision tree machine learning model to map dental students’ preferred learning styles with suitable instructional strategies

BackgroundGrowing demand for student-centered learning (SCL) has been observed in higher education settings including dentistry. However, application of SCL in dental education is limited. Hence, this study aimed to facilitate SCL application in dentistry utilising a decision tree machine learning (ML) technique to map dental students’ preferred learning styles (LS) with suitable instructional strategies (IS) as a promising approach to develop an IS recommender tool for dental students.MethodsA total of 255 dental students in Universiti Malaya completed the modified Index of Learning Styles (m-ILS) questionnaire containing 44 items which classified them into their respective LS. The collected data, referred to as dataset, was used in a decision tree supervised learning to automate the mapping of students' learning styles with the most suitable IS. The accuracy of the ML-empowered IS recommender tool was then evaluated.ResultsThe application of a decision tree model in the automation process of the mapping between LS (input) and IS (target output) was able to instantly generate the list of suitable instructional strategies for each dental student. The IS recommender tool demonstrated perfect precision and recall for overall model accuracy, suggesting a good sensitivity and specificity in mapping LS with IS.ConclusionThe decision tree ML empowered IS recommender tool was proven to be accurate at matching dental students’ learning styles with the relevant instructional strategies. This tool provides a workable path to planning student-centered lessons or modules that potentially will enhance the learning experience of the students.

Project-Based Learning Implementation in a Participative Planning Course: Strategies, Outcomes, and Challenges

The principal aim of this research was to understand the strategies employed in Project Based Learning (PBL) implementation in higher education setting, evaluate its impact on students' learning experiences, and pinpoint challenges faced during its application. Employing a case study method, insights were derived from in-depth examinations of specific PBL implementations within the course, facilitated by structured interviews, observation, and document analysis. The research participants are two lecturers and twenty students. The lecturers were chosen for their extensive experience in PBL implementation, while the students were purposively selected to ensure diversity in terms of academic performance, gender, and previous exposure to PBL. Thematic analysis was employed as the methodological framework for scrutinizing and interpreting qualitative data sourced from in-depth interviews and observational data. Key findings highlight the critical importance of a structured PBL introduction, the essence of real-world application through fieldwork, and the central role of collaboration, especially leveraging modern digital platforms. While the benefits of PBL in enhancing conceptual grasp and promoting soft skills development were evident, challenges, notably in team dynamics, resource provision, and the inherent unpredictability of real-world tasks, were also brought to the fore. By aligning the insights from the Participative Planning course with established PBL literature, the study illuminates the universal principles of PBL and their associated challenges. Conclusively, the paper underscores PBL's potency as a transformative pedagogical tool, emphasizing the necessity for informed strategies, adaptability, and iterative refinement for its efficacious implementation in diverse educational contexts.

Queer migration, heteronormativity and the ‘ethnic closet’: Chinese queer international students' intersectional experience in New Zealand

AbstractDrawing on semi‐structured in‐depth interviews with 15 Chinese queer international students from New Zealand's tertiary institutions, this paper explores their motivations to pursue higher education transnationally and unpacks the interconnected power structures underpinning their experiences. We find that despite the imagination and initial perception of New Zealand as one of the most queer‐friendly higher education destinations, Chinese queer international students are confronted by the ‘ethnic closet’—a heteronormative power structure simultaneously disciplining racial/ethnic and sexual identities. The interplay between these two key aspects of students' identity has meant that Chinese queer international students, as migrants who occupy disadvantaged positions in local racial power relations, frequently experience heteronormative microaggressions on campus. These students' ethnic identity, which lies in the heart of their social support system, has also become a hindrance in their queer identity development. Our findings challenge the perceived dichotomy between China as homophobic and ‘the West’ as queer‐friendly, and reveal the need for a more nuanced understanding of queer international students' experiences, in order to better support them in a higher education setting.

Development of university–industry partnership in Armenia: university perspective

PurposeThe purpose of this study is to investigate university–industry partnerships in Armenia from the viewpoint of universities. By doing so, it contributes to the existing literature on university–industry collaboration by identifying and addressing the specific challenges that impede the establishment of successful university–industry partnerships in Armenia and other post-Soviet countries.Design/methodology/approachA comprehensive literature review was conducted to examine the barriers, benefits and institutional, functional framework of collaboration. Additionally, this study used a survey methodology to gather data from faculty managing staff members at six Armenian higher educational institutions on various aspects of university–industry collaboration as well as the perceptions and experiences of the participants.FindingsThe results show that the effectiveness and applicability of the university–industry collaboration channels and institutional structures in six higher educational institutions are limited. Specifically, the channels that rely on academic entrepreneurship and innovation were found to be currently unviable. Moreover, the existence of spin-offs and start-ups is notably absent. Furthermore, limited access to funding and inadequate entrepreneurial support systems pose significant barriers to developing university–industry partnerships in Armenian reality.Originality/valueThis study represents a pioneering effort within the context of Armenian higher educational institutions, as it is the first time a survey has been organized to specifically investigate the topic of university–industry partnerships. Before this study, there was a lack of empirical research and data collection on this topic in Armenian higher education settings. Therefore, this research holds significant originality and contributes to filling the existing gap in knowledge regarding university–industry partnerships in Armenia. The research is shedding light on a previously unexplored area and providing a valuable contribution to the field of university–industry collaboration research in Armenia and other post-Soviet countries.

Development of practice-oriented education in training future pedagogic psychologists as the most important component of modern education system modernization

Relevance. The research relevance is predefined by the need for modernization of the education system at the stage of the Republic of Kazakhstan's socio-economic condition transformation where practice-oriented learning is the main component in the formation of professional competencies of future professionals. Modern conditions impose requirements for quality training of qualified pedagogic psychologists during the period of professional education in higher education. Purpose. The research aims to determine the features of practice-oriented training in higher educational institutions and psychological and pedagogical conditions for the formation of professional competencies of future specialists. Methodology. The basis of the theoretical and methodological approach in the research is a qualitative combination of content analysis methods of psychological and pedagogical conditions of training future specialists in higher education with an analytical study of teachers-psychologists professional competencies formation in modern conditions of educational system modernization. Results. The research identifies the challenges and opportunities of implementing practice-oriented education within Kazakhstan's higher education system. It underscores the necessity and effectiveness of integrating practical learning approaches to enhance the professional competencies of future pedagogic psychologists. The findings emphasize the pivotal role of pedagogical conditions in fostering competitive and qualified specialists equipped for modern socio-economic demands. Conclusions. The study concludes that integrating practice-oriented education is crucial for modernizing the education system in Kazakhstan. Recommendations include enhancing pedagogical conditions to optimize the formation of professional competencies among future pedagogic psychologists. These insights are pivotal for educators aiming to innovate curricula and improve educational outcomes in higher professional education settings. Keywords: professional education; competencies; practice-oriented education; higher education; educational process; motivation

A longitudinal study on artificial intelligence adoption: understanding the drivers of ChatGPT usage behavior change in higher education.

As the field of artificial intelligence (AI) continues to progress, the use of AI-powered chatbots, such as ChatGPT, in higher education settings has gained significant attention. This paper addresses a well-defined problem pertaining to the critical need for a comprehensive examination of students' ChatGPT adoption in higher education. To examine such adoption, it is imperative to focus on measuring actual user behavior. While measuring students' ChatGPT usage behavior at a specific point in time can be valuable, a more holistic approach is necessary to understand the temporal dynamics of AI adoption. To address this need, a longitudinal survey was conducted, examining how students' ChatGPT usage behavior changes over time among students, and unveiling the drivers of such behavior change. The empirical examination of 222 Dutch higher education students revealed a significant decline in students' ChatGPT usage behavior over an 8 month period. This period was defined by two distinct data collection phases: the initial phase (T1) and a follow-up phase conducted 8 months later (T2). Furthermore, the results demonstrate that changes in trust, emotional creepiness, and Perceived Behavioral Control significantly predicted the observed change in usage behavior. The findings of this research carry significant academic and managerial implications, as they advance our comprehension of the temporal aspects of AI adoption in higher education. The findings also provide actionable guidance for AI developers and educational institutions seeking to optimize student engagement with AI technologies.

Delivering computing module for the large part-time software development class from pre- to post-pandemic: An online learning experience

IntroductionCovid-19 pandemic brought dramatic changes to higher education settings, particularly for curriculum delivery, moving quickly to online learning. This paper discusses teaching experience covering practices of technology-enhanced learning for the MSc Computing Foundations module (20 CATS) for a large class studying part-time Software Engineering course at the School of Electronics, Electrical Engineering and Computer Science (EEECS), Queen's University Belfast (QUB) during 2019–2022 academic years. We compare on-campus learning with the abrupt shift to online learning during the pandemic and with sustainable online learning a year later. The objective of this study is to answer how part-time software development students perceived their technology-enhanced learning experience from pre- to post-pandemic and to evaluate the impact of the shift to online learning for the part-time class MethodsThis study is based on data collected during 2019/2020, 2020/2021, 2021/2022 academic years. Methodology types employed in this study include online observation with statistics collected from the virtual learning environment (VLE) Canvas, quantitative analysis, individual student surveys on teaching techniques and module content ResultsThis study provided an effective online teaching method for Computer Foundation module, reviewing the impact of different curriculum items and online educational activities starting with content delivery – both synchronous and asynchronous – and moving on to VLE Canvas discussion forums, ungraded formative quizzes, in-term formative assessment in the form of mock exam and, finally, to online summative assessment delivered on VLE Canvas. We investigate positive and negative aspects of technology-enhanced learning from pre- to post-pandemic according to part-time adult students studying the MSc software development program and focus on how this effective learning environment contributes to education practice with a view what developments are worth retaining post-pandemic and what did not work well. Analysis of the data from individual student surveys on teaching techniques and module content for the Computing Foundations module allowed us to conclude that students perceived very positive their technology-enhanced learning experience after shifting to online learning. We also found out that сhanging the module delivery format (from face-to-face to online) did not affect the results of the students’ performance. Conclusion and implicationsAdaptation of the MSc Computing Foundation module to a new model of distance learning has proved to be successful, so we can conclude that this delivery format is appropriate for this target audience. This study explored the effectiveness of the pedagogical approach while also gaining valuable insights into the software development student experience of learning in the VLE. The findings from this study may contribute to developing effective teaching practices in software engineering education and adult learning, and improve the preparation of future software professionals in the IT industry.

Examining the use of ChatGPT in public universities in Hong Kong: a case study of restricted access areas

AbstractSince late November 2022, generative AI ChatGPT has drawn waves of attention in society, and its impacts certainly extend to the higher education setting. Although ChatGPT has not been officially released for registration in Hong Kong, the higher education setting has been responding differently. The article conducted a systematic review of local newspapers published between 1 December 2022 and 31 July 2023 to analyse how the eight public universities in Hong Kong responded. This article divided the timeline into three phases: procrastination, remediation, and adaptation. Recommendations are given to universities for making policies and management based on the findings, including making timely but temporary announcements at the university level and updating course outlines that explicitly stated to what extent GenAI can be used in each course. This study used Hong Kong to serves as a reference for universities that are still struggling with the usage of ChatGPT and GenAI technologies in the restricted access areas.

The Resistance is Always Black and Queer: Leadership as Resistance in Black Male Initiative and Men of Color Mentorship Programs

Defining leadership and student leader identity often brings a complex and complicated reality for Black students in higher education settings. Leadership identity, models, and practices are often grounded in Whiteness, heteronormativity, and cis-heteropatriarchy, which causes complex ways of understanding leadership. Thus, the purpose of this research is to explore how Black gay, bisexual, and queer men (BGBQM) redefine leadership as resistance and nuanced activism within Black male1 initiatives (BMI) and Men of Color (MoC) mentorship programs, given their Blackness and queerness identities. Using arts-based research (ABR) methodology, this research explores the following research questions: (1) How do BGBQM define masculinity and queerness and (2) how do BGBQM experience and enact nuanced activism in challenging heteronormativity and cis-heteropatriarchy in BMI and MoC mentorship programs? Findings are presented in a podcast script format to illuminate how these men center queerness and femininity, while challenging hegemonic masculinity and heteronormative notions of leadership engagement and development within BMI and MoC mentorship program settings.

Racial challenges and finding meaning in ethnic identity: ethnic-racial socialization experiences of indigenous college students in Taiwan’s higher education

ABSTRACT The culturally diverse higher education settings is conceptualized to facilitate indigenous university students in Taiwan to establish a deeper connection with and understand the meaning of their ethnic identity. Guided by the ethnic identity development theory and school ethnic-racial socialization framework, we asked two research questions: (1) What racial challenges did indigenous students in Taiwan experience at their colleges? (2) How did students utilize college resources to overcome racial challenges and develop a meaningful sense of ethnic identity? A participatory research approach using narrative inquiry was employed (N = 20). Convenience sampling and thematic analysis were adopted. Six themes emerged. Racial challenges were: (1) intergroup discrimination; (2) internal stratification; (3) ethnic identity confusion. Social resources in higher education were: (4) confronting discrimination together; (5) peer appraisal support and encouragement; (6) multicultural social interactions. Research, practice, and policy implications were discussed.

Application of Production-oriented Approach in College Integrated English Teaching -under the Background of Curriculum Ideological and Political Education

The Production-Oriented Approach, a foreign language teaching method with Chinese characteristics founded by Wen Qiufang, has been developed over the past decade with the goal of enhancing the quality of English instruction in higher education settings across China. This paper aims to apply this theory to the teaching framework of ideological and political education within integrated English courses and subsequently evaluate its effectiveness.A specific case study, centered on the text “Spring Sowing” from a Contemporary College English Reading course, demonstrates the practical implementation of ideological and political education using the POA. The paper describes the teaching design of this unit within the POA framework, encompassing the motivating, enabling, and assessing stages. Additionally, students’ feedback following the implementation of this teaching approach highlights its positive impact on linguistic advancement, thematic comprehension, and appreciation for farmer-related themes.The study’s findings demonstrate that a college integrated English course based on the POA seamlessly integrates language knowledge with ideological and political elements, resulting in a noticeable enhancement in teaching quality and efficacy. It demonstrates the feasibility and effectiveness of incorporating ideological and political education within English language instruction using the POA framework, offering valuable insights for future curriculum development and implementation in Chinese higher education.

Business Incubators and Entrepreneurial Training: Leveraging Technological Innovations and Digital Marketing

The existing literature on university business incubators has noted the transferability of resources, availability of talented managers, proactive leadership, internal and external stakeholders&#x0027; involvement, strong collaborations, and networking management as key factors that can increase these incubators&#x0027; effectiveness. However, none of the studies have examined how alignment with relevant sustainable development goals (SDGs) and leveraging technological innovations such as digital marketing can enhance the contribution of university business incubators and entrepreneurial training imparted at HEIs to encourage sustainable entrepreneurship. Since the entire world is focused on systematically pursuing SDGs to achieve the 2030 agenda envisioned by the United Nations, the present study posited that incubators and entrepreneurial training at HEI, which are aligned with pertinent SDGs and the latest technological innovations, would be more relevant in grooming future entrepreneurs skilled to contribute to the sustainability agenda. Thereby, it examined the key aspects of the <i>entrepreneurship-SDGs-technology</i> union in the higher education setting. Toward this end, open-ended essays were used to collect data from 38 start-up owners&#x002F;partners&#x002F;employees who have been associated with university business incubators recently or received entrepreneurial training at HEIs in the recent past. Content analysis of the qualitative data revealed the extent to which the existing incubators and entrepreneurial training at HEIs were aligned with SDGs 4, 9, 11, and 12. It also uncovered the perceptions of entrepreneurs about how HEIs were leveraging technological innovations such as digital marketing to create awareness about SDGs among the relevant stakeholders in the entrepreneurial ecosystem and to make entrepreneurial training and businesses more sustainability-oriented.