Pedagogical models and ICT integration in entrepreneurship education: Literature review

Figures & data

Figure 1. Selection and extraction of data for SLR.

Inclusion and exclusion criteria of articles for the literature review.

Figure 2. Context and academic level in which entrepreneurship training is developed.

Graph with three circles representing the contexts in which entrepreneurship training takes place.

Table 1. Synthesis of pedagogical models for entrepreneurship proposed by various authors

Article number according to database	Authors (narrative citation)	Description of proposed model
2	Sun (2020)	He posits that the Internet + Maker Education model in universities can reform traditional university teaching methods and promote the cultivation of entrepreneurship, innovative thinking, and creative skills.
6	Middleton and Donnellon (2014)	Pedagogical model that focuses on facilitated the knowing why in relation to entrepreneurship.
7	Yen and Lin (2020)	It proposes a model based on the “flow experience” theory, using a business simulator for students to develop their projects as real ones.
10	Amundam (2019)	Proposes a model of curriculum content/teaching method in the education of innovative thinking, responsible and socially responsible potential social entrepreneurs.
13	Castelan and Bard (2018)	Proposes the application of the PBL model in various disciplines.
16	Qu et al. (2017)	Practical teaching with the use of multifunctional experimental equipment for engineering mechanics.
17	Thrane et al. (2016)	Model that reconceptualizes the individual-opportunity nexus as a conceptual framework for theentrepreneurial educación. entrepreneurial educación.
20	Nielsen and Stovang (2015)	The DesUni model creates a learning environment that stimulates students by activating a designer’s mindset, actions and imagination.
23	Kakouris (2015)	It combines critical thinking with experiential learning in a common framework capable of facilitating entrepreneurial education for diverse heterogeneous populations through lifelong learning or vocational training. Training of trainers.
26	Rudenko et al. (2018)	It exposes multiple models for the formation of digital competencies, professional, initiative and entrepreneurship, soft skills of undergraduate students. It is based on the modeling method.
29	Cahyo et al. (2017)	It proposes a three-step entrepreneur incubation model: preparation, implementation, finalization.
33	Mungaray-Lagarda et al. (2021)	Microenterprise support program by a university. Service learning is employed, students participate. Students are prepared to be generous, selfless, problem solvers and job creators.
34	Geng et al. (2021)	Analyze the entrepreneurial and innovative intention of students. College students have a certain demand for entrepreneurial training and guidance from the school, especially in the environment of business incubation park and resource pool; the characteristics of entrepreneurship, professional skills and interpersonal resources are more crucial for college students; most college students have a positive understanding of the excellent traditional Chinese teaching concepts.
35	Yu and Jiang (2021)	The theoretical model indicates five main mechanisms-professional staff training, curriculum integration, teacher team building, resource support, and school-enterprise cooperation that work together to build a reform pathway for professional innovation and entrepreneurial education in the field of digital media art design.
36	Liu et al. (2021)	It mainly presents the research on the education model of innovative and entrepreneurial practice of animation digital media specialty based on intelligent information gathering and aims to provide some ideas and directions for the reform of the education model of innovative and entrepreneurial practice of animation digital media specialty.

Figure 3. Models, methods, strategies, and techniques for entrepreneurship training.

Graph with three columns: types of pedagogical orientations, types of models, methods or strategies and number of articles analyzed.

Figure 4. Technological resources for entrepreneurship training.

Horizontal graph with six bars on the same line, shows the types of technological resources used in the training of entrepreneurs. The bar of digital pedagogies stands out in orange to refer to 11 articles that mention some topic related to this category.

Figure 5. Topics in the use of technology for entrepreneurship training.

Graph with 16 circles organized by size to indicate the topics of the use of technology in entrepreneurship training.

Figure 6. Incorporation of elements of education 4.0 in entrepreneurship education.

Area graph showing the elements of education 4.0 that were incorporated from 2014 to 2021.

Sun, X. (2020). Exploration and practice of “Internet + maker education” university innovative entrepreneurship education model from the perspective of positive Psychology. Frontiers in Psychology, 11, 11. https://doi.org/10.3389/fpsyg.2020.00891

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Middleton, K. W., & Donnellon, A. (2014). Personalizing entrepreneurial learning: A pedagogy for facilitating the know why. Entrepreneurship Research Journal, 4(2), 167–204. https://doi.org/10.1515/erj-2013-0040

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Yen, W. C., & Lin, H. H. (2020). Investigating the effect of flow experience on learning performance and entrepreneurial self-efficacy in a business simulation systems context. Interactive Learning Environments, 30(9), 1593–1608. https://doi.org/10.1080/10494820.2020.1734624

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Amundam, D. N. (2019). Enhancing potential social innovative thinking, responsible, social entrepreneurship education: A curriculum content and teaching method model. Journal of Entrepreneurship Education, 22(5). https://www.scholarscentral.com/pdfs/1359/Enhancing-potential-social-innovative-thinking-1528-2651-22-5-440.pdf

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Castelan, J., & Bard, R. D. (2018). Promoting PBL through an active learning model and the use of rapid prototyping resources. International Journal of Engineering Pedagogy, 8(4), 131–142. https://doi.org/10.3991/ijep.v8i4.8281

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Qu, S.-Y., Hu, T., Wu, J.-L., & Hou, X.-M. (2017). Experimental teaching centre platform “new engineering” practice teaching mode. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 4271–4279. https://doi.org/10.12973/eurasia.2017.00810a

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Thrane, C., Blenker, P., Korsgaard, S., & Neergaard, H. (2016). The promise of entrepreneurship education: Reconceptualizing the individual–opportunity nexus as a conceptual framework for entrepreneurship education. International Small Business Journal: Researching Entrepreneurship, 34(7), 905–924. https://doi.org/10.1177/0266242616638422

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Nielsen, S. L., & Stovang, P. (2015). DesUni: University entrepreneurship education through design thinking. Education + Training, 57(5), 492–511. https://doi.org/10.1108/ET-09-2014-0121

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Kakouris, A. (2015). Entrepreneurship pedagogies in lifelong learning: Emergence of criticality? Learning, Culture & Social Interaction, 6, 87–97. https://doi.org/10.1016/j.lcsi.2015.04.004

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Rudenko, L. G., Larionova, A. A., Zaitseva, N. A., Kostryukova, O. N., Bykasova, E. V., Garifullina, R. Z., & Safin, F. M. (2018). Conceptual model of training personnel for small business services in the digital economy. Modern Journal of Language Teaching Methods, 8(5), 283–296. http://mjltm.org/files/site1/user_files_a9608a/admin-A-10-1-114-60193c9.pdf

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Cahyo, W., Utomo, B., Partono, T., & Yulianto, A. (2017). Producing graduate`s good morality through entrepreneurship education. The Turkish Online Journal of Design, Art and Communication TOJDAC, Special Ed, 1265–1274. https://doi.org/10.7456/1070DSE/102

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Mungaray-Lagarda, A., Osorio-Novela, G., & Ramírez-Angulo, N. (2021). Service-learning to foster microenterprise development in Mexico. Higher Education, Skills & Work-Based Learning, 12(1), 50–63. https://doi.org/10.1108/HESWBL-05-2020-0087

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Geng, B., Huang, T., Jiang, X., Lin, N., Gao, G., & Fan, L. (2021). The analysis of the innovation consciousness of college student entrepreneurs Under the teaching concept of Chinese excellent traditional culture. Frontiers in Psychology, 12, 12. https://doi.org/10.3389/fpsyg.2021.717336

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Yu, W., & Jiang, T. (2021). Research on the Direction of innovation and entrepreneurship education reform within the digital media art design major in the digital economy. Frontiers in Psychology, 12, 12. https://doi.org/10.3389/fpsyg.2021.719754

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Liu, L., Wang, Y., & Tsai, S.-B. (2021). Innovation and entrepreneurship practice education Mode of animation digital media major based on intelligent information Collection. Mobile Information Systems, 2021, 1–11. https://doi.org/10.1155/2021/3787018

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