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Entrepreneurship education (EE) through innovative teaching techniques (ITEE) and entrepreneurial intention (EI) are two essential components of entrepreneurship development. Using the assumptions of the Theory of Planned Behavior (TPB), we took three constructs: attitude (ATT), subjective norms (SUBNs), and perceived behavioral control (PBC), and from the assumption of Human Capital (HC) theory, we constructed another variable, ITEE. Thus, the fundamental objective of this study is to find out the essential predictor of EI between entrepreneurial antecedents (ATT, SUBNs, PBC) and ITEE through an artificial neural network (ANN).

Using the snowball sampling technique, a highly structured questionnaire was sent to respondents. Finally, a sample size of 397 business graduate students was chosen.

The findings revealed that two dimensions of entrepreneurial antecedents (attitude and subjective norm) positively impacted EI. Furthermore, ITEE partially mediated the relationship between two dimensions of entrepreneurial antecedents (attitude and subjective norm) and EI. Moreover, through ANN, we found that attitude (ATT) was a crucial predictor of EI among business graduate students in Bangladesh.

In this study, only business graduate students were included as respondents; thus, further research should include students from other departments or disciplines to generalize the findings.

This study covers numerous actors in terms of practical contributions, including students, academics, the government, and the state. This article should draw the attention of Bangladesh government policymakers regarding the significance of ITEE for developing entrepreneurship. The research framework of this study proposed that ITEE should implement antecedents of entrepreneurship into business education, boosting the ability of students to make judgments, which will also enhance EI in the future.

Integrating the TPB theory with human capital theory represents a significant scholarly advancement in business education for graduate students in Southeast Asia, namely Bangladesh. Furthermore, we developed a novel ITEE scale by synthesizing information from many literary sources, providing valuable insights for future researchers.

The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual classes. They should provide various and exciting media. It influences the work readiness of a teacher for higher education students. Further, nowadays, interest in becoming a teacher is declining. They prefer having another profession to being a teacher. This study analyzes the determinants of work readiness as a teacher for higher education students.

This research uses a quantitative research model: a survey method with an influence analysis approach through structural equation modeling analysis to determine the influence of digital literacy, self-efficacy and perceptions of the teaching profession on readiness to become a teacher. The population in this study was the UNNES Economics Education students’ class of the year 2018, totaling 350 students with a total sample of 187. The data collection technique used in this research is a questionnaire with score criteria based on a Likert scale.

Digital literacy and teacher professional perception play an essential role in work readiness for higher education students as a teacher. Meanwhile, self-efficacy has a positive but insignificant influence on work readiness as a teacher. One of the things that make self-efficacy have a less significant impact is the need for vicarious experience indicators in shaping student self-efficacy.

Teaching is a noble profession. Research on work readiness as a teacher is still limited. Nowadays, only a few students are interested in being a teacher because they need more enthusiasm. The findings of this research can be an alternative solution to managerial staff at higher education to equip the students with digitalization technology, positive teacher perception and increase the students' self-efficacy.

The study on work readiness as a teacher for higher-education students has yet to be explored. Being a teacher is an art that needs skills and competencies because teachers educate humans that have dynamic critical thinking, ideas and behaviors. This study investigates the determinants of work readiness as a teacher for higher education students in the digitalization technology era.

Photogrammetry enables scientists and engineers to make accurate and precise measurements from optical images and other patterns of reflected electromagnetic energy. Photogrammetry is taught in surveying, geomatics and similar academic programs. For a long time, it has been observed that there is a lack of diversity and underrepresentation of different groups in the surveying and geomatics workforces for various reasons. Diversity fosters more innovative environments, helps employees be more engaged and boosts productivity rates. Although efforts are being made to solve this problem, most attempts did not significantly improve the diversity issues in this field. To address this problem, we designed a new curriculum for a photogrammetry course, which integrates entrepreneurial mindset (EM), bio-inspired design and Science, Technology, Engineering, Arts and Mathematics (STEAM) into the photogrammetry course for this study.

In this study, the participatory action research method, Photovoice, was used to gather data. Students were asked to respond to photovoice and metacognitive reflection prompts to understand student perceptions about the importance of Unmanned Aerial Vehicles (UAVs) in photogrammetric mapping. Students were required to respond to each prompt with three pictures and a narrative. These reflections were analyzed using thematic analysis.

The analysis of the photovoice and metacognitive reflections resulted in six themes: promoting digital literacy, promoting job readiness and awareness, improving perceived learning outcomes, increasing interest in pursuing careers in surveying/geomatics, encouraging learner engagement and increasing awareness of the role of art in map making.

This is the first study conducted at our Hispanic Serving Institution, which specifically designed a curriculum integrating EM, bio-inspired design and STEAM concepts to address diversity issues in surveying and geomatics engineering disciplines.

The use of social media for sustainable information is important since it has the potential to influence people’s intentions and behaviour towards sustainability. As previous studies on social media and sustainable development have primarily focussed on Western viewpoints, this study presents a comprehensive Asian perspective by investigating the impact of social media on sustainable intention and behaviour amongst Malaysian and Indonesian undergraduate university students.

A campus-wide online survey was conducted with 953 students from Malaysia and Indonesia. The researchers collected data through an online questionnaire and a two-week quantitative survey of undergraduate students in Malaysia and Indonesia. Quantitative data were analysed by SmartPLS software and comparative studies were conducted.

The result of the survey indicated that Facebook and Instagram were mainly used by Malaysian students to obtain and communicate about sustainability information, whilst Instagram was mainly used by Indonesian students. The findings also discovered that social media usage and social media effectiveness and usefulness are statistically significant predictors of sustainable intention amongst the students in Malaysia and Indonesia. Sustainable intention is also a statistically significant predictor of sustainable behaviour amongst the students. Additionally, this study also found that Malaysian students appeared to have a high level of the effect of sustainable intention on sustainable behaviour and the effect of the effectiveness and usefulness of social media to sustainable intention compared to Indonesian students. On the contrary, their use of social media related to sustainable behaviour was relatively low compared to Indonesian students.

Overall, the findings can contribute to the presently scant empirical works that focus on social media’s influence on sustainability and sustainable development. Furthermore, the findings contribute to the growing body of knowledge related to sustainability communication and sustainable education, particularly in terms of the use of social media in the learning and teaching process. Future research could focus on studying postgraduate students and university students from other Asian countries. Moreover, using qualitative methods like in-depth interviews or focus group discussion and applying other theories might unveil further results.

This study aims to examine customs officers’ perception of the role as supervisor before and after completing formal training in practice supervision. Owing to changes in the education of customs officers, their role as supervisors has changed, necessitating formal training.

A questionnaire with three open-ended questions was given to all participants to answer before and immediately after the training. Responses were given anonymously. Additionally, free text of the participants’ reflections on the supervision method and challenges within supervision was analysed.

Four categories, including subcategories, emerged from the thematic analysis: competence in practice supervision; socialising and integration; motivation; and frame conditions. Analysis of the feedback shows that the education is experienced/perceived as a contribution to their personal development, learning and motivation, leading to more reflection on their own practice and a stronger focus on contributing to the students’ learning process and shaping them as future colleagues.

To the authors’ knowledge, there are no similar studies within this group, and the results of this study may lead to greater awareness regarding the supervisor role and the quality of customs and border management education and, thereby, higher quality in professional practice as customs officers.

This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.

This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.

Improvisational theatre can shed some light on teaching pedagogies within the classroom. Building trust in the classroom community, framing failure as learning opportunities, and promoting the improvisational mindset can enable students to learn better.

This essay articulates the vision of a flourishing management classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons management educators can glean from improvisational theater in order to achieve a flourishing management classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.

E-learning has demonstrated its value as a powerful tool for enhancing students' educational experience. This paper uses a quantitative approach to examine the impact of students' cognitive problem-solving skills on their e-learning management ability. In addition, it investigates the parallel mediation role of student psychological motivation and peer collaboration. Moreover, the moderating role of gender was examined to identify the difference in e-learning management ability among male and female students.

Data were collected from 214 Malaysian business students using an online survey. For the analysis, the researcher utilized both SPSS and a SMART PLS software.

The results show that cognitive problem-solving skills directly impact student e-learning management. Moreover, psychological motivation and peer collaboration mediate the relationship between cognitive problem-solving and student e-learning management. The study's results reported that female students' psychological motivation is higher than males in managing their e-learning environment. The study found that an e-learning environment helps students develop cognitive problem-solving skills, and students can manage their e-learning independently.

The COVID-19 pandemic in 2020 worldwide has shifted the educational system from a traditional approach to an online context. There is a lack of studies examining students' cognitive problem-solving skills, their ability to manage e-learning and investigating gender differences. The findings reported here are novel in the context of Malaysia. Little evidence exists about the impact of problem-solving among business students on e-learning management ability while providing insight into gender differences.

Translanguaging is a language-related pedagogy drawing upon all resources within a learner’s linguistic repertoire, in contrast to conventional monolingual pedagogy. Most research about translanguaging concerns English-language learning in primary schools and secondary schools and overlooks psychology subject matter, higher education and countries in southeast Asia. This article reports a small-scale practitioner enquiry into translanguaging on an English-medium undergraduate research methods course for psychology students in Vietnam and into the usefulness of the Multimodalities-Entextualization Cycle as a conceptual framework for integrating translanguaging into the course.

Data were collected through semi-structured interviews with students and reflective journaling by the teacher, and the data were analysed in a hybrid deductive-inductive thematic analysis.

The first theme about teaching and translanguaging consists of the following subthemes: (a) enhanced communication, (b) increased awareness of language use, (c) supported interaction in class and (d) time and workload issues. The second theme about learning and translanguaging is subdivided into the following subthemes: (a) a new approach to learning, (b) beneficial for learning, (c) developing confidence in learning in English and (d) enjoyment of translanguaging. The conceptual framework underpinning the study was useful for designing and implementing translanguaging activities for the course.

The study is limited to one course and a small group of students in Vietnam learning English as a second language. It addresses limited research on translanguaging in psychology courses, higher education, and southeast Asia.

The study makes a valuable contribution to the teaching profession by offering practical insights into the application, benefits, and drawbacks of translanguaging for psychology and research methods subject matter.

Moreover, the findings lay the groundwork for potential influences on education policy, aligning with broader societal impacts.

The study makes a valuable contribution to the literature by delving into a relatively unexplored domain.

Reflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.

Reflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.

Three themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.

This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.