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This paper investigates the effect of Islamic entrepreneurship on small and medium-sized enterprises' (SMEs) business performance and the development of a framework to comprehensively investigate Islamic entrepreneurship to achieve competitive business advantages. Islamic entrepreneurship was measured through the Islamic entrepreneurial model, which is based on two unobserved constructs: business and spiritual perspectives. These two constructs were used as predictors of business performance. This paper aims to develop a new scale of Islamic entrepreneurship from business and spiritual perspectives to achieve SMEs’ successful business performance.

In total, 189 Muslim respondents were involved and analyzed their responses using exploratory factor analysis and confirmatory composite analysis.

The empirical findings proved that the Islamic entrepreneurial scale with two perspectives is an absolute measure. Besides, the predictive validity findings revealed that business (i.e. trustworthiness, honesty and truthfulness) and spiritual perspectives of Islamic entrepreneurship (i.e. Taqwa, good intention and respecting religious obligations) positively affected SMEs’ business performance.

The novelty of this study lies in expanding the existing research, developing a measurement scale and empirically testing the Islamic entrepreneurship model. To the best of the authors’ knowledge, this is the first study that contributes to the Islamic entrepreneurship literature in the SME context and offers new avenues for potential researchers. The new scale will allow SMEs to understand the halal and haram concepts in more depth and apply the Islamic rules and principles with full spirit.

The purpose of this study is to analyze the intentions and use behavior of digital learning environments in business education under the COVID-19 pandemic. Digital learning environments (DLEs) are ready to use bundles of heterogeneous educational technologies used by schools to deliver online courses that contrast to traditional packaged learning management systems. Through the merger of Technology Readiness Index and Unified Theory of Adoption and Use of Technology, a nuanced perspective on the adoption of DLEs under the COVID-19 pandemic is achieved.

A cross-sectional survey study gathered sample data from Mexico, Malaysia and Spain to assess the effect of broad perceptions on technology and specific technologies embedded in DLEs. Data were analyzed using structural equation models and multigroup analysis.

Student optimism and innovativeness play a critical role in assessing specific features of DLEs. Discomfort and insecurity as barriers to adoption play a minor role. Performance expectancy has a strong effect on behavioral intention to use DLEs, but the effect of effort expectancy is nonsignificant. Multigroup analysis shows significant differences in technology perceptions between samples from Malaysia versus Mexico and Spain.

DLEs help students complete their academic tasks in online and hybrid settings. Instructors can take advantage of students’ positive perceptions of technology to set up DLE use in classrooms. They need to focus on the facilitating conditions of specific technologies and on learning outcomes that remain more important than learning how to use specific technologies.

Technology adoption studies usually rely on only one model, and this is one of the few studies that merge Technology Readiness Index and Unified Theory of Adoption and Use of Technology models. The results of this study support a comprehensive view of individual perceptions of technology and specific attributes of DLEs and their effects on behavioral intentions in relation to DLEs.