In order to solve the structural problems in innovation and entrepreneurship education in colleges and universities, such as the disconnection between competition and teaching, the mismatch of resources, and the lag of evaluation, this study designed and empirically evaluated an intelligent-driven platform for the integration of competition and teaching. The platform takes information technology as the core, integrates the functions of data collection, artificial intelligence–assisted teaching, graph sample and aggregation team matching, local interpretable model-agnostic explanations/Shapley additive explanations interpretable recommendation, and blockchain certificate storage and constructs a closed-loop ecology of teaching–competition–incubation–evaluation. This study contributed a high-fidelity implementation case of educational technology and put forward reusable methodologies such as extract, transform, load middleware, micro-service architecture, and human–computer collaborative optimization, which provided a systematic technical path and practical enlightenment for the digital transformation of complex educational systems.

Under the dual background of innovation-driven development strategies and regional economic transformation and upgrading, the high-quality development of innovation and entrepreneurship education in local applied universities (hereinafter referred to as "entrepreneurship and innovation education") has become a key hub linking the supply-side reform of higher education and the demand side of regional economic and social development. This article aims to go beyond the single utilitarian perspective of skills training or competition, and build a systematic and ecological theoretical framework for mass entrepreneurship and innovation education in local applied universities from the philosophical level of integrating instrumental rationality and value rationality. This framework takes "cultivating people with moral integrity and serving the region" as the core value, "multi-dimensional integration and capability advancement" as the practical path, and the collaborative symbiosis of "government, industry, academia, research and innovation" as the ecosystem support. On this basis, this article deeply analyzes the coupling interaction mechanism between the mass entrepreneurship and innovation education system and the regional economic system, and explains how the two achieve collaborative evolution and value co-creation through interdependence and mutual shaping from three dimensions: factor flow (talent, knowledge, capital), talent training collaboration, and resource integration and symbiosis. This study comprehensively uses literature analysis, theoretical deduction and system analysis methods to provide a systematic theoretical reference for deepening the reform of mass entrepreneurship education and solving the "two skins" dilemma between it and the regional economy, and to contribute academic thinking to promote the deep integration of the education chain, talent chain, industry chain and innovation chain.

This article analyses the challenges faced by India's higher education system, encompassing concerns related to quality, relevance, and the importance of comprehensive student development. This study suggests that incorporating ancient Indian educational pedagogies, which include intellectual, spiritual, physical, and social development, could offer effective solutions. The article suggests that the Gurukul system, with its emphasis on personalised instruction and mentorship, has the potential to revitalise modern education through interdisciplinary learning and a respectful teacher-student relationship. Furthermore, it promotes the integration of moral and ethical instruction, as well as physical and mental well-being activities, such as yoga and meditation, to improve the overall quality of life for students. The article proposes a more inclusive, innovative, and holistic higher education system in India by integrating ancient wisdom with contemporary educational strategies. This approach aims to better equip students for future challenges and opportunities.

In the context of the new era, innovation and entrepreneurship have become important driving forces for economic development and social progress. As key bases for talent training, institutions of higher education should add characteristic curriculum modules such as traditional Chinese culture, ethnic culture, and regional economic development history to the innovation and entrepreneurship education system; organize students to participate in practical activities such as social surveys to deeply understand traditional Chinese culture; carry out innovation and entrepreneurship projects to integrate traditional cultural genes into practice; promote interdisciplinary cooperation between innovation and entrepreneurship education teachers and teachers in ethnology, history and other majors to build a compound teaching team; integrate internal and external educational resources to provide strong support for the integration of traditional culture and innovation and entrepreneurship education.

In the context of global competition and rapid technological advancements, graduates of educational institutions must demonstrate a high level of competencies, which largely depends on the financial resources invested in the system of continuous innovative education by both the state and private sector. This issue has become particularly relevant in Ukraine due to the full-scale war, which has led to increased youth migration, brain drain, and financial losses for the economy caused by reduced tax revenues and declining labor productivity. The study analyzes the key economic factors influencing the competitiveness of graduates in the system of continuous innovative education, including the level of state education funding, social inequality, access to further education, regional employment indicators, the quality of secondary education, and the investment attractiveness of different regions. The findings indicate that ensuring financial support for educational infrastructure, adapting curricula to labor market needs through the integration of digital technologies and artificial intelligence, and improving school safety measures are critical for enhancing the quality of youth training within continuous innovative education. Additionally, international grants and budget allocations aimed at improving digitalization, infrastructure, and vocational training programs contribute to strengthening graduates’ competitiveness. The paper underscores the necessity of developing financially sound educational policies in the system of continuous innovative education that optimize budget expenditures, ensure sustainable human capital development, and facilitate the successful integration of competitive graduates into the labor market while maximizing economic returns. Furthermore, the war has increased the financial burden on the state budget due to the urgent need to invest in school safety measures, such as shelter construction, which has become an essential aspect of funding continuous innovative education. The research findings highlight the importance of conducting a thorough economic and financial analysis to assess their impact on graduates’ competitiveness as a fundamental basis for Ukraine’s future labor potential and financial stability.

Visionary leadership is a leader who cares, namely by changing institutions from stagnation to an extraordinary innovative education system. Visionary leadership is a very important approach in improving the quality of students at the Al-Mujahadah Islamic Boarding School. Islamic boarding schools as Islamic educational institutions need leaders who are able to provide long-term direction and vision to achieve better educational goals. This research aims to explore how visionary leadership can contribute positively to improving the quality of students at the Al-Mujahadah Islamic Boarding School. The research method used is qualitative with a case study approach. Data was collected through interviews, observation and analysis of related documents. The research results show that the visionary leadership implemented by the Al-Mujahadah Islamic Boarding School administrators has had a positive impact on the development and quality of the students. This visionary leadership is reflected in establishing a clear vision and mission, fostering creativity, and implementing learning programs that are relevant to the needs of students. The application of visionary leadership also creates an inclusive and supportive Islamic boarding school environment, motivating students to develop academic, social and spiritual potential. Apart from that, the success of the Islamic boarding school in achieving the goals of Islamic education is also proof of the effectiveness of the visionary leadership implemented at Al-Mujahadah Islamic Boarding School. In conclusion, visionary leadership at Al-Mujahadah Islamic Boarding School is able to make a significant contribution in improving the quality of students. Implementing a long-term vision, fostering creativity and contextual learning are the keys to success in forming quality students who are able to face the challenges of the times.

The development of technology in the era of the Fourth Industrial Revolution brings significant changes in various aspects of human life. The transformation of the educational paradigm demands a more innovative education system, especially in the use of technology. However, challenges such as the digital divide, infrastructure readiness, and the lack of digital literacy among teachers and students remain major obstacles. This research explores the role of digital technology in sociology education, the shift from teacher-centered to student-centered learning, and the implementation of digital sociology in Surakarta's high schools. The theories used are the community of inquiry, critical pedagogy, and Digital Sociology. These three theories emphasize that digital learning should encourage active participation from learners and create inclusive and liberating learning spaces. This research method uses descriptive qualitative with a case study method. Data were collected through observation, documentation, and questionnaires from the training participants. Then the data was analyzed through three main stages using Habermans’s perspective. The research results show that: MGMP plays an important role in enhancing teachers' understanding of digital technology, there is a transformation of learning into a student-oriented approach through problem-based learning, teachers are beginning to integrate artificial intelligence to develop teaching materials and assessments.

生成式人工智能（Generative Artificial Intelligence, GenAI）的快速发展正深刻影响高等教育的教学理念与实践模式。作为高等教育改革的重要组成部分，大学生创新创业教育面临知识更新滞后、实践资源不足与个性化指导缺乏等困境。生成式AI的引入为创新创业教育注入了新的活力，其智能生成、知识整合与情境模拟功能有效拓展了教学边界。本文基于教育技术与创新创业理论，系统分析了生成式AI赋能创新创业教育的三重机制：知识创新赋能、能力培养赋能与生态协同赋能。在此基础上，指出当前应用中存在技术与伦理风险、教育体系适应性不足、制度治理滞后以及学生主体意识弱化等现实挑战。为此，提出强化顶层设计与伦理规范、提升教师AI素养、完善创新生态、增强学生批判意识及建立持续评估机制等优化路径。研究认为，生成式AI赋能创新创业教育应坚持“技术向善”与“以人为本”的原则，实现技术应用与教育目标的协同发展，为高校构建智能化、开放性与可持续的创新创业教育体系提供理论依据与实践参考。The rapid development of Generative Artificial Intelligence (GenAI) has profoundly influenced the pedagogical concepts and practical models of higher education. As an essential component of higher education reform, innovation and entrepreneurship education for college students faces challenges such as outdated knowledge structures, insufficient practical resources, and a lack of personalized guidance. The introduction of GenAI injects new vitality into this field. Its capabilities in intelligent content generation, knowledge integration, and contextual simulation effectively expand the boundaries of teaching and learning.Drawing on theories of educational technology and innovation and entrepreneurship, this paper systematically analyzes the threefold mechanisms through which GenAI empowers innovation and entrepreneurship education: knowledge innovation empowerment, capability cultivation empowerment, and ecosystem collaboration empowerment. On this basis, it identifies several practical challenges, including technological and ethical risks, limited adaptability of educational systems, lagging institutional governance, and the weakening of students’ subject consciousness. Accordingly, the study proposes optimization paths such as strengthening top-level design and ethical guidelines, enhancing teachers’ AI literacy, improving the innovation ecosystem, fostering students’ critical awareness, and establishing continuous evaluation mechanisms.The study concludes that GenAI empowerment in innovation and entrepreneurship education should adhere to the principles of “technology for good” and “human-centered development,” achieving coordinated progress between technological applications and educational goals. This provides both theoretical foundations and practical references for building an intelligent, open, and sustainable innovation and entrepreneurship education system in higher education institutions.

The present systematic review analyzes the role of emotion as a driving force in learning and its connection with teaching strategies that promote meaningful and experiential education. The study followed the PRISMA 2020 guidelines and included 78 scientific articles indexed in Scopus, SciELO, and ERIC databases between 2015 and 2024, using descriptors such as emotional learning, didactic strategies, neuroeducation, and higher education. The qualitative synthesis, based on a thematic analysis approach, identified three main axes: (a) emotion as a neuroeducational foundation of cognition, (b) didactic strategies that enhance emotional connection and engagement, and (c) teacher training challenges regarding emotional education. Results demonstrate that emotion acts as a biological and cognitive engine that facilitates attention, memory consolidation, and motivation, confirming the principles of contemporary neuroeducation (Mora, 2017; Immordino-Yang, 2016; Tokuhama-Espinosa, 2022). Active and experiential methodologies—such as project-based learning, gamification, storytelling, and service learning—prove to be effective in fostering emotional engagement and deep learning. However, the lack of emotional training among teachers limits the full implementation of such practices in Ecuadorian higher education. This review concludes that learning is an inherently emotional act and that integrating emotion into pedagogical design transforms teaching into a humanized, reflective, and meaningful process. The study contributes to the emerging field of Neuroeducation and Emotional Pedagogy, providing theoretical and methodological insights for building emotionally intelligent and innovative educational systems aligned with Education 5.0.

在新文科建设与创新驱动发展战略的双重背景下，应用型本科院校的创新创业教育面临范式重构的迫切需求。本研究以河北省5 所应用型本科院校为调研对象，通过混合研究方法，揭示了当前文科双创教育存在的结构性矛盾。基于新文科“学科交叉性、实践导向性、文化传承性”的核心特征，研究构建了“三维协同”建设路径模型，包括课程维度的模块化重构、平台维度的生态化支持系统以及评价维度的全过程监测体系。研究进一步提出需警惕技术工具化倾向，坚守人文价值内核，并建议未来关注人工智能对教育路径的迭代影响。本研究为应用型本科院校新文科双创教育改革提供了理论框架与实践范式。

This systematic literature review (SLR) examines the latest advancements in educational digital competences in higher education from 2020 to 2025, identifying methodologies, tools, and frameworks used to assess instructors’ digital competences. Following suggested procedure, 29 studies were selected through a structured search and analysed using textual, thematic, and interpretative methods. Findings highlight the prevalence of quantitative approaches, the role of frameworks like DigCompEdu, TPACK, and others, and the impact of the COVID-19 pandemic in accelerating digital adoption while exposing gaps in teacher readiness and student access. Tools such as DigCompEdu Checkin and flipped classrooms proved effective for engagement and digital competence assessment. Addressing digital competency challenges requires investment in infrastructure, teacher training, and inclusive policies to foster an innovative, equitable, and future-ready education system.

With the vigorous development of the digital economy, the new generation of information technology represented by big data, cloud computing, and artificial intelligence is profoundly changing the ecological pattern of the financial in-dustry, and the training of financial statistics professionals is facing new chal-lenges and opportunities. This paper focuses on the optimization research of the training mode of financial statistics professionals under the background of the digital economy, and deeply analyzes the problems of the current training of financial statistics talents, such as fuzzy target positioning, lack of professional curriculum practice, relatively lagging teaching mode and imperfect teaching evaluation system. Given the above problems, this paper puts forward specific suggestions from four aspects: optimizing the talent training program, per-fect-ing the innovative education system, building the dual classroom education model, and building three education platforms. This paper is of reference sig-nif-icance for training high-quality financial statistics professionals who meet the needs of the digital economy era and help the development of the financial in-dustry and economic and social progress.

With the rapid development of artificial intelligence technology, the field of education is undergoing profound changes. Geography, as a highly integrative and practical discipline, involves extensive spatial data analysis and visualization operations in its teaching process. Traditional teaching models are insufficient in meeting the personalized learning needs of students. To address this challenge and promote sustainable practices in teacher education, this study takes the course "GIS Software Application" as the foundation and integrates advanced artificial intelligence technologies, particularly large language models (LLM) and AI agents, to construct an innovative teaching system. By leveraging the powerful generative capabilities of LLM, the system generates a variety of teaching resources, such as texts, images, and videos, to enrich teaching content and cater to the diverse learning needs of students. Meanwhile, AI agents provide personalized learning path planning, real-time Q&A, and learning effect assessment services during the teaching process, thereby significantly enhancing teaching efficiency and quality. Focusing on the design of GIS software application courses based on LLM and AI agents, this study offers a practical example for the intelligent transformation of geography education. It contributes to promoting the innovative development of geography education in the era of artificial intelligence and accelerating the modernization of geography education. This approach not only enhances the educational experience but also fosters a new generation of educators equipped with sustainable practices and digital technologies.

Against the backdrop of the innovation-driven development strategy, application-oriented local universities are in urgent need of expediting the establishment of an innovative and entrepreneurial education system that aligns with regional development demands. Taking S College as a case study, this paper employs a combination of case research and model construction methodologies to tackle the challenges present in its dual innovation and entrepreneurship education, including an inadequate platform operation mechanism, misconceptions in educational philosophy, and a lack of systematic curriculum design. A novel educational framework, termed "Three-Dimensional, Four-System, Five-Transformation," has been developed. This framework is anchored in three key dimensions: industry-education integration, competency orientation, and regional service. It leverages four interconnected subsystems—teaching mode, curriculum system, resource allocation, and performance evaluation—to strive for the professionalization of educational content, the integration of system operations, the platformization of resource support, the systematization of the educational ecosystem, and the sustainability of the development model. Research findings indicate that through a three-phase implementation pathway and a multifaceted support mechanism, this system has effectively enhanced the quality of dual innovation and entrepreneurship education and the efficiency of transforming educational outcomes. It not only offers a replicable implementation model for similar institutions but also provides theoretical insights and practical approaches for fostering the deep integration and advancement of higher education with the local economy.

在新文科建设与创新驱动发展战略的双重背景下，应用型本科院校的创新创业教育面临范式重构的迫切需求。本研究以河北省5 所应用型本科院校为调研对象，通过混合研究方法，揭示了当前文科双创教育存在的结构性矛盾。基于新文科“学科交叉性、实践导向性、文化传承性”的核心特征，研究构建了“三维协同”建设路径模型，包括课程维度的模块化重构、平台维度的生态化支持系统以及评价维度的全过程监测体系。研究进一步提出需警惕技术工具化倾向，坚守人文价值内核，并建议未来关注人工智能对教育路径的迭代影响。本研究为应用型本科院校新文科双创教育改革提供了理论框架与实践范式。

Aim. This study aims to construct a systematic Innovation and Entrepreneurship Education (IEE) system to enhance the comprehensive capabilities of applied universities in this area. Methods. The study employs surveys of students, teachers, and corporate representatives, along with in-depth interviews and case analyses, to investigate the key factors influencing the construction of such a system. A structural equation model is used to quantify the relationships between various factors, and the quantitative findings are supplemented and validated through case analysis. Results. The results indicate that increasing practical opportunities, deepening university-enterprise collaboration, and optimising course content are the core factors for improving the outcomes of IEE. Among these, practical opportunities have the most significant impact on enhancing students' entrepreneurial abilities. Conclusion. This study not only provides theoretical support for constructing an IEE system in applied universities but also offers actionable and practical recommendations tailored to the Chinese context to promote the sustainable development of such education

Education 5.0 represents a transformative shift in Zimbabwe's higher education sector, aiming to equip students with the skills necessary to drive economic growth and development. This policy focuses on evolving university education from traditional methodologies to more innovative and industrialized approaches. However, the Chinhoyi University of Technology (CUT) Library faces challenges in aligning its services with the Ministry of Higher Education's mandate, which emphasizes a practice-based approach that integrates teaching, research, community engagement, innovation, and industrialization. This study investigates the role of the CUT Library in facilitating the implementation of Education 5.0 and identifies the associated challenges. Employing a sequential explanatory mixed methods design, the research incorporates both qualitative and quantitative strands to provide a comprehensive analysis. The sample size of 80 was determined using Krejcie and Morgan's (1970) method, balancing representation and practical constraints. The study's combined quantitative and qualitative findings reveal mixed perceptions of the CUT Library's services and resources in supporting Education 5.0, with a neutral mean score (M = 3.40, SD = 0.692) across key areas such as electronic resources, internet connectivity, catalog system, and physical space, indicating both satisfactory aspects and notable gaps. The study discovered several challenges that hinder effectiveness, including limited financial resources (75%), lack of staff training (52%), and limited access to current digital tools (75%). Additionally, the research highlights the need for improved training and professional development programs for library staff to enhance their capacity to support research, teaching, community engagement, innovation, and industrialization. CUT Library should strengthen support for Education 5.0 to foster a sustainable and innovative education system.

This study takes a medical university as a practical sample to explore the construction path and implementation effectiveness of an innovation and entrepreneurship education system for postgraduates under a collaborative education mechanism. By integrating the resources of universities, enterprises, and hospitals, a closed-loop training model of “theoretical teaching - practical training - achievement transformation” has been established, forming an innovation and entrepreneurship education ecosystem with medical characteristics. The research shows that the system significantly improves postgraduate innovation ability, promotes the transformation of scientific research achievements, and serves the local medical economy. It provides a replicable practical paradigm for the reform of innovation and entrepreneurship education in higher education.

Human-Machine Interaction (HMI) technology has revolutionized the landscape of oral English education, offering new possibilities for improving learning efficiency and experiences. This paper presents an innovative teaching system that integrates real-time speech recognition and feedback capabilities with advanced natural language processing (NLP) and machine learning algorithms. The system is designed to provide personalized learning paths based on learners' performance data, ensuring tailored resources and guidance. Emphasizing user experience and interactive design, it aims to stimulate learner interest and motivation. Research findings indicate significant improvements in students' pronunciation, fluency, and grammar, alongside high levels of user satisfaction. However, challenges remain in fully replicating genuine human interactions and addressing technical limitations. Future work will focus on enhancing conversational abilities, personalization, and multimodal feedback mechanisms to better prepare students for real-world communication scenarios.

A paradigmatic reorientation is needed for teacher professional development in the areas of highlighting digital competencies, technological integration, and innovative pedagogies within the context of Industry 4.0, or the Fourth Industrial Revolution. This article synthesizes the findings from a systematic literature review with the aim of developing a holistic framework that would facilitate support for educators in the pedagogical, technical, and systemic dimensions. Key findings include the important role of digital skills, the transformational potential of emerging technologies like AI and AR/VR, and the importance of active, collaborative learning methodologies. Structural barriers point to some of the major determinants of progress at resource disparities and inconsistent policies. It, therefore, calls for a professional development model that should be sustainable and inclusive in order to help align teaching practices with the demands of Industry 4.0 within a fair and innovative education system long after tomorrow.