Digitalization in Entrepreneurship Education:

In Search of a New Approach

INESE MAVLUTOVA

Department of Economics and Finance

BA School of Business and Finance

Kr. Valdemara 161, LV-1013

LATVIA

KRISTAPS LESINSKIS

Department of Management

BA School of Business and Finance

Kr. Valdemara 161, LV-1013

LATVIA

AIVARS SPILBERGS

Department of Economics and Finance

BA School of Business and Finance

Kr. Valdemara 161, LV-1013

LATVIA

LIGA PEISENIECE

Department of Management

BA School of Business and Finance

Kr. Valdemara 161, LV-1013

LATVIA

Abstract: - The paper aims to search for new approaches to entrepreneurship education in the digital age-related

to the use of digital tools to achieve study results, such as expanding knowledge and increasing students'

entrepreneurial intention. This study examines various sources of scientific literature on digitization trends and

challenges for entrepreneurship education and provides a statistical analysis of primary data. Identification of

innovative learning tools, such as digital automatic software, and empirical research on the effectiveness of

using the digital tool KABADA in the study process was carried out. The study reveals that university culture,

lecturers' and students' competencies, and industry expectations are essential factors for the introduction of

digitization in entrepreneurship education. The authors identified a new approach to entrepreneurship education

using the digital automated software KABADA to create structured business plans that promote entrepreneurial

intentions, but its use must be combined with classical studies.

Key-Words: - digitalization, entrepreneurship education, entrepreneurial intention, teaching approaches, digital

software KABADA.

Received: April 19, 2023. Revised: September 12, 2023. Accepted: September 19, 2023. Published: September 29, 2023.

1 Introduction

In the digital era, when the use of new solutions

plays a decisive role in the competitiveness of

organizations, universities, together with other

institutions, have to update their strategy to meet the

new demands and expectations of students and other

stakeholders. Entrepreneurship education plays an

important role in ensuring sustainability in the face

of increasing uncertainty and turbulence.

During the pandemic, digital solutions have only

gained momentum. New modern technologies and

approaches, including the use of artificial

intelligence, are also being sought in

entrepreneurship education.

WSEAS TRANSACTIONS on BUSINESS and ECONOMICS

DOI: 10.37394/23207.2023.20.188

Inese Mavlutova, Kristaps Lesinskis,

Aivars Spilbergs, Liga Peiseniece

E-ISSN: 2224-2899

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Volume 20, 2023

The European Commission has repeatedly

pointed out the role of entrepreneurship education in

creating productive results in ensuring high

economic activity and reducing unemployment in the

EU.

Digital transformation of universities and digital

solutions in education allow the use of innovative

educational approaches based on the application of

different learning methods and tools, special

attention is paid to digital learning tools and artificial

intelligence (AI) solutions.

Insufficient attention has been paid to

entrepreneurial models as a career choice, as students

choosing a career in entrepreneurship face a great

deal of uncertainty about what makes

entrepreneurship successful, [1].

The new teaching methods based on

digitalization are particularly relevant in business

education, as they also affect students' career

choices.

The introduction of new educational approaches

and the use of digital tools is considered a very

important opportunity for increasing the

entrepreneurial intentions and competencies of

today's student generation.

The purpose of this paper is to explore a range of

scientific literature sources on digitization trends and

challenges in education, focusing on

entrepreneurship education, to discover and analyze

important determinants of the implementation of

digitalization in entrepreneurship education process

to acquire new knowledge and to increase students'

entrepreneurial intentions.

In the empirical part, the results of the experiment

were analyzed, which investigated the impact of

using the digital software KABADA on students'

entrepreneurial intentions. Based on theoretical

research, business statistics, and artificial

intelligence insights, KABADA stands for Business

Idea Assessment Knowledge Alliance of Business

Idea Assessment: Digital Approach and is a

structured, web-based tool that supports students in

creating a business plan step by step, [2].

The current study is devoted to a widely discussed

question about the possibilities of increasing

students' desire to do business in the training process,

but in contrast to previous studies, taking into

account the life of a younger generation in the era of

digital technologies, the authors attempt to assess

whether teaching workshops with the use of digital

tools are more effective than traditional workshops

in acquiring of new knowledge and increasing the

intention to engage in business.

The authors also propose a new digitization-based

approach to entrepreneurship education that would

allow students to develop their business ideas with

the help of an automated digital guide.

2 Theoretical Background

Entrepreneurship education has been promoted by

higher education institutions and is a popular

direction today. Authors point to the tremendous

growth of entrepreneurship education programs in

the decades since the middle of the 20th century,

[3], [4], [5].

Entrepreneurship education programs are

generally considered effective in fostering

entrepreneurial intentions among students. However,

it is usually focused only on developing knowledge

and skills to properly work out a self-written

business plan, but often fails to stimulate creative

thinking, [6].

The purpose of entrepreneurship education is to

increase an individual's desire to become an

entrepreneur. This purpose is closely related to the

categories of the Theory of Planned Behavior and

determines which regularities are important to

analyze and evaluate entrepreneurial perceptions in

empirical studies, [7].

Researchers developed a framework for

entrepreneurship perceptions and emotions, and their

importance in entrepreneurship education, [8], [9].

Digitalization and its role and use in education

have been studied by many authors including, [10],

[11], [12], [13], [14], and others. The research of the

mentioned authors makes it possible to systematize

and analyze important factors determining the

introduction of digitization in entrepreneurship

education.

3 Methodology

The study is based on the analysis of scientific

literature on the models and methods of

entrepreneurship education, and the role of

digitization in the education of young people. The

literature analysis allowed the authors to discover

and systematize the factors that determine the

implementation of digitization in business education,

these factors can be divided into both external and

internal. The literature analysis also included the

identification of innovative learning methods,

especially methods with the use of digital automation

software mainly in distance learning, but not only,

those which would serve as a guide for the

development of business plans in entrepreneurship

training.

The initial considerations of the authors are based

on a quantitative study, which includes a survey and

a statistical analysis of its results, and which was

conducted in 2019 to find out the interest of students

in innovative teaching methods using digital

technology (tool). In the period from 2019 to 2022,

the international research group developed the digital

training tool KABADA. By deepening and

WSEAS TRANSACTIONS on BUSINESS and ECONOMICS

DOI: 10.37394/23207.2023.20.188

Inese Mavlutova, Kristaps Lesinskis,

Aivars Spilbergs, Liga Peiseniece

E-ISSN: 2224-2899

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Volume 20, 2023

narrowing the research, at the end of 2022, the

authors have conducted a quasi-experiment,

conducting classical workshops and workshops with

the use of this digital tool for students, which allows

students to create a business plan for testing their

business ideas. In this way, the authors evaluated the

possibilities of using the self-developed digital tool

KABADA for creating and strengthening the

entrepreneurial intentions of students.

Based on the critical literature analysis, the

following main hypothesis and two sub-hypotheses

are developed:

H1: Workshops with automatic digital tools for

business idea assessment in entrepreneurship

education have a positive impact on student’s

entrepreneurial intention.

H1a: Workshops with automatic digital tools for

business idea assessment in entrepreneurship

education have a positive impact on the knowledge

of entrepreneurship.

H1b: Workshops with automatic digital tools for

business idea assessment in entrepreneurship

education have a positive impact on the feeling of

being interested when imagining becoming an

entrepreneur.

4 Results

After performing an in-depth and critical literature

analysis, it is possible to systematize five important

factors determining the digitalization in

entrepreneurship education (Table 1).

Table 1. Factors determining the introduction of

digitization in entrepreneurship education

Source: compiled by the authors

As Table 1 indicates, several authors emphasize

the role of organizational culture. Proactive senior

management plays an important role in the

implementation of digital technologies in the

teaching process.

The competencies of teachers and students play

an essential role in the process of digital

transformation of universities. Despite the growing

support for the development of teachers' and

students' competencies in education, they are not

sufficiently integrated into university curricula and

student training, [33].

Taking into account the differences in the levels

of digital competencies and practical skills of

students in higher education, it is necessary to

equalize and continuously increase their level of

digital competencies, [34].

The Strengths, Weaknesses, Opportunities, and

Threats (SWOT) of higher education were studied

and slow response to changes in the business was

identified. The calls of researchers and business

practitioners to transform curricula by adapting

them to corporate needs often remain without an

adequate response from the academic environment,

[13], [23].

The SWOT analysis of higher education

institutions, which identified increasing their market

share as one of the development opportunities, is

closely related to their readiness to follow ICT

innovations, [13]. The digital transformation of

higher education institutions is closely related to

costs and their reduction, because taking into account

the labor intensity of this industry, the costs per

student are quite high with prospects to increase,

[32].

Investments in modern digital technologies are

growing because their use in the training of the new

generation is also considered to improve educational

results, [31]. Using modern technologies, distance

learning or online education can lead to a reduction

in costs without reducing the quality of education,

[30].

Statistical data from the Global Entrepreneurship

Monitor regarding entrepreneurial intention

worldwide were studied, and the analysis of globally

comparable statistical data showed that there is a low

entrepreneurial spirit and high doubts and fears of

starting entrepreneurial activities among European

citizens, [35].

In 2019, a total of 947 students from universities

were surveyed in Latvia, Lithuania, Portugal, the

Czech Republic, and Belgium, and the analysis of

the collected data shows that there is a relatively

high intention for entrepreneurship in the student

audience of European countries (Table 2).

Factors

Authors

Culture of

education

institutions

[15], [16], [17], [18].

Competences

of teachers

and students

[12], [19], [20], [21], [22].

Industry

expectations

[11], [13], [14], [23], [24].

Competition

Universities

[10], [13], [25], [26], [27], [28].

Costs and

other

benefits of

digitization

[11], [12], [14], [29], [30], [31], [32].

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DOI: 10.37394/23207.2023.20.188

Inese Mavlutova, Kristaps Lesinskis,

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E-ISSN: 2224-2899

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Table 2. Factors of determining the introduction of

digitization in entrepreneurship education

Source: The authors’ survey

The results of the preliminary survey showed a

fairly high level of entrepreneurial intention among

students, who in turn indicated in the survey their

desire to participate in multidisciplinary workshops

in entrepreneurship education, as well as the need for

counseling, mentoring in testing the viability of their

ideas using digital approaches, as well as additional

financial support.

This survey also showed a lack of such practical

tools as a digital tool for evaluating students'

business ideas; using automatic systems to check

planned financial performance remotely, and

integrating the use of digital tools in the study course

program.

In 2022, the authors implemented a quasi-

experiment, and in the survey conducted as part of

the study, it was checked whether the use of a digital

tool in the study process affects the business plan.

Not only the impact of the workshop with the

KABADA tool on entrepreneurial intention was

tested, but also the strength of this impact was

compared with the case where the traditional

workshop method was used. In total, the survey

sample consists of 808 respondents. The distribution

of students by age and gender in workshops

conducted with the digital tool KABADA or in

traditional workshops (before and after) can be seen

in Table 3.

Table 3. Distribution of respondents in the

experimental group and control group by age and

gender

Source: The authors’ survey

The analysis of Chi-square statistics indicates that

differences in students' distribution are not

statistically significant. The author chose to study the

self-assessment of entrepreneurial knowledge (K)

and the intention to become an entrepreneur (I) as

dependent variables.

To test the normality of the sample, the authors

decided to use and summarize the Shapiro-Wilk

(SW) statistic and the p-values of the normality test

statistic (Table 4).

Table 4. Shapiro-Wilk statistics and p-values

Source: The authors’ calculations

The authors believe the literature analysis and

empirical results obtained provide the basis for the

validity of the final questionnaire. Cronbach's alpha

test was used to check the internal consistency of the

survey, and its result was > 0.779, which indicates

that the level of reliability is sufficient.

The Wilcoxon-Mann-Whitney test (WMW) was

performed to test the hypotheses defined above

because it is more suitable for the sample as the

dependent variables are not normally distributed,

[36] (Table 5).

Table 5. Wilcoxon-Man-Whitney test statistics, p-

values, and hypothesis testing

Varia

ble

WMW-

statistic

p-value

LCL

UCL

H test

17865

<0.001

-1.000

-3.82e-

H1a

support.

20870

0.019

-1.000

-3.82e-

support.

23518

0.750

-1.37e-

3.77e-05

H1b not

support.

Source: The authors’ calculations

The results of the Wilcoxon-Mann-Whitney test

presented in Table 5 indicate statistically significant

differences in the distribution of knowledge of

entrepreneurship self-assessment after the workshop

with KABADA (W = 17865, p < 0.001)), and

intention to become an entrepreneur after the same

workshop (W = 20870, p = 0.019). Therefore, the

Students' career intentions

Number

Not decided yet

225

23.8

Own business

271

28.6

Working as a specialist or manager

451

47.6

Total

947

100

Variable

experimental group

control group

Before

After

Before

After

Age

< 22

100

22 - 25

> 25

Gender

Male

123

101

Female

125

100

Variable

Before (B) and after

(A) workshop with

KABADA (K) and a

traditional

workshop(W)

Shapiro-

Wilk

value

248

0.936

<0.001

193

0.923

<0.001

193

0.923

<0.001

174

0.905

<0.001

193

0.912

<0.001

174

0.932

<0.001

248

0.928

<0.001

193

0.912

<0.001

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DOI: 10.37394/23207.2023.20.188

Inese Mavlutova, Kristaps Lesinskis,

Aivars Spilbergs, Liga Peiseniece

E-ISSN: 2224-2899

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hypotheses H1 and H1a are supported. Regarding

hypothesis H1b, the Wilcoxon-Mann-Whitney test

shows no statistically important differences, so this

hypothesis cannot be supported.

The literature review and analysis of the use of

the digital tool KABADA in the educational process

for testing business ideas and developing business

plans allowed us to believe that an innovative

educational approach when a digital tool is used in

learning is of great importance in achieving learning

outcomes, which could be an increase in knowledge

and entrepreneurial intentions in entrepreneurship

education.

In particular, the digital tool KABADA for new

business evaluation and development of new

business ideas is new and different from others and

allows not only to evaluation of a business idea but

with built-in artificial intelligence components to

provide the first recommendations for business plan

improvements and possible next steps, [37].

Recent studies show that entrepreneurship

education is positively related to the intention to

start a business, additionally demonstrating a

positive moderating effect of social norms, [38],

[39]. Students with higher levels of extraversion,

openness, conscientiousness, and lower levels of

risk aversion demonstrated essential changes in

entrepreneurial intention during the study process,

[40]. However, another stream of research exists

with the view that self-perception plays a greater

role than education in entrepreneurial intention,

[41].

Therefore, it is important for the younger

generations to use digital tools for the development

of business plans in the process of business studies,

and such innovative study approaches will increase

the entrepreneurial intention of students, [10], [39],

[42], [43].

5 Conclusions

Digitization not only allows the lecturer to present a

global landscape from the classroom but also brings

significant benefits, in particular by engaging

students more closely and improving the teaching

process as a whole.

Preliminary survey results show a high

entrepreneurial intention among the majority of

students in EU countries, new innovative

multidisciplinary approaches with the use of digital

tools in teaching entrepreneurship are expected.

University culture affects the integration of digital

technologies, proactive management plays an

important role in the implementation of digital

technologies in the study process.

Digital competencies of both lecturers and

students are also of great importance. The study

reveals that students' digital competencies are not as

highly satisfactory as one might initially imagine,

and vary greatly.

Industry expectations are ambiguous. The authors

believe that although the policy of higher educational

institutions constantly points to the more intensive

development of digital skills in the learning process,

the demand of the industry is not always open and

very focused on the attraction of digital skills and

competencies.

The competitive advantage of universities is,

among other things, closely related to the ability to

keep up with developments in the field of ICT.

Digitalization in education is strongly related to cost

reduction which is an important aspect as inflation in

education is excessive compared to the trends of

general inflation in the economy.

Current research reveals that the use of digital

tools in entrepreneurship study courses has a positive

effect on the entrepreneurial intention of the young

generation that has grown up in the era of

digitalization, but no significant impact on

knowledge has been found.

The authors conclude that it is necessary to adapt

and include in the study process the use of practical

tools such as the digital software KABADA for the

development of students' business plans and the

evaluation of business ideas to increase their

entrepreneurial intentions, but the use of digital tools

should be combined with classical studies to

supplement the student's knowledge in the field of

entrepreneurship. For future research, it is also

important to determine the role of artificial

intelligence in improving students' knowledge and

increasing entrepreneurial intentions.

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WSEAS TRANSACTIONS on BUSINESS and ECONOMICS

DOI: 10.37394/23207.2023.20.188

Inese Mavlutova, Kristaps Lesinskis,

Aivars Spilbergs, Liga Peiseniece

E-ISSN: 2224-2899

2175

Volume 20, 2023

Contribution of Individual Authors to the

Creation of a Scientific Article

- Inese Mavlutova wrote the original draft,

reviewed and edited.

- Kristaps Lesinskis wrote the original draft.

- Aivars Spilbergs provided an empirical study.

- Liga Peiseniece participated in supervision of

study project.

Sources of Funding for Research Presented in a

Scientific Article or Scientific Article Itself

No funding was received for conducting this study.

Conflict of Interest

The authors have no conflicts of interest to declare.

Creative Commons Attribution License 4.0

(Attribution 4.0 International, CC BY 4.0)

This article is published under the terms of the

Creative Commons Attribution License 4.0

https://creativecommons.org/licenses/by/4.0/deed.en

_US

WSEAS TRANSACTIONS on BUSINESS and ECONOMICS

DOI: 10.37394/23207.2023.20.188

Inese Mavlutova, Kristaps Lesinskis,

Aivars Spilbergs, Liga Peiseniece

E-ISSN: 2224-2899

2176

Volume 20, 2023