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This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

External pressures, like the pandemic, influence industry and academia. ICT can assist in creating service innovations and better responses to external pressures. When higher education institutes combine service innovations with an appropriate business model, they can better understand educational transformations and marketing and aim for productivity, effectiveness, and sustainability. This paper aims to provide insights into transformations by organizing innovations and business models and creating a positive influence.

This paper uses a case study method to examine the educational transformation in its settings. The method followed is direct non-participant observation, and the selected case is a marginalized business school of an Indian public institution. Combining observation and case study provides deeper insights into individuals/groups in a social context. The direct non-participant allows the researcher to get closer to the field of research while retaining the position of an outsider.

This paper defines service innovations with four conceptualizations – ICT, socio-techno-organization, demand, and orchestration. The findings provide insights into business models and educational marketing, with three suggestions for sustainability and economic growth. The suggestions are (1) operationalization based on incremental, iterative, and spiral expansion for the first two, (2) orchestrating educational marketing and value elements for a value-driven business model, and (3) social reengineering based on human values and leadership commitment.

It uses a single marginalized negative case study and is not bereft of limitations. Selecting positive cases representing geographically dispersed units, hybrid lectures, and diverse participants provides further insights into the operationalization of ICT and socio-techno-organizational aspects.

As educational institutions decide the appropriate strategy for their institution, the findings provide practitioners with insights to create value, expansion, growth, and insights into educational marketing.

The three steps in findings and their contribution to economic growth and sustainability enhance the body of knowledge – transformations in educational institutions. It provides insights into business models and educational marketing.

The Covid-19 period has led to defining changes in the teaching process. Therefore, it is essential to explore how teachers have approached these changes, what experiences they have gained and what they have tried to change. This study aims to elucidate how innovative practices were applied in teaching – which was influenced by emergency remote teaching (ERT) – and better understand teachers' experiences related to these practices.

The phenomenology design, a qualitative research model, was executed in the current study. Phenomenological inquiry aims to interpret people's experiences about a specific concept designated as a phenomenon. Creswell (2020) classified two types of phenomenology: interpretive and descriptive. Interpretive phenomenology was employed in the current study as researchers collected data from individuals experiencing the phenomenon, collected and interpreted the data via excluding their own experiences.

As a result of the data interpretation, four themes related to experiences of innovative teaching practices during ERT were discovered: interpretation of innovative teaching, innovative teaching practices, needs related to innovative teaching and challenges to innovative teaching. The categories related to the interpretation of innovative teaching include positive and negative interpretation. The categories related to the second theme, innovative teaching practices, consist of characteristics of innovative teachers and innovative teaching practices employed. The categories related to the third theme, needs related to innovative teaching, are the need for guidance, training and technological infrastructure. The categories related to the fourth and final theme, challenges to innovative teaching, are barriers related to the teacher, barriers related to the learner and those related to the environment.

This study discovered that for teachers to practice innovative teaching, they must develop themselves, keep up-to-date and develop lifelong learning skills. Hung and Li (2017) reached a similar conclusion to the findings of this study: teachers' professional development is positively related to innovative teaching skills at a high level. The participating teachers stated that they had to rapidly improve their technological competency. It is thought that teachers developing their technological competencies will contribute to both ERT and face-to-face education at the end of the Pandemic.

The global COVID-19 epidemic has posed significant challenges to the development of innovation and entrepreneurship education in Chinese and foreign universities, and the application of artificial intelligence generated content (AIGC) technology has presented both opportunities and challenges to its development. The purpose of this study is to summarize advanced experiences and models of new engineering innovation and entrepreneurship education development in Chinese and foreign universities, as well as to analyze the influencing factors. Taking the sustainable development goals (SDGs) into account, this study qualitatively proposes enhancement paths and improvement suggestions based on the application of AIGC technology, providing a reference for promoting the sustainable development (SD) of innovation and entrepreneurship education in Chinese universities.

By using the qualitative comparative analysis (QCA), this paper studies the interaction mechanism between the influencing factors of innovation and entrepreneurship in universities under the background of SDGs. This paper selects 12 representative universities with different cultures and strengths. Meanwhile, this paper analyzes the content of 2,535 publications on innovation and entrepreneurship education and summarizes seven influencing factors as comparison criteria. Then, this paper codes, summarizes and uses configuration to assess the primary factors influencing the development of innovation and entrepreneurship in colleges and universities at home and abroad.

On the quality of new engineering innovation and entrepreneurship education, comprehensive, diverse influencing factors and upgrading paths are obtained. Furthermore, this research proposes that the SD of innovation and entrepreneurship education in universities should make effective use of “AI plus education” and actively construct practical and teaching platforms. Meanwhile, the ChatGPT is being used to strengthen the innovation and entrepreneurship curricular system and talent training mode. The research also makes recommendations for improving teachers’ ability to acquire intelligent tools and promotes three-way teaching modalities of “teacher-AI-student” by taking into account the influence of various aspects.

This research uses the QCA research method, which analyzes not only influencing factors on the SD of innovation and entrepreneurship education but also explores the interaction mechanisms among factors. Furthermore, the research incorporates SDGs and AIGC technology application scenarios into the field of domestic innovation and entrepreneurship education, which will be helpful in SDGs of innovation and entrepreneurship education on both theoretical and practical levels.

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.

The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.

We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.

This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

This paper aims to explore the core elements and essential characteristics of entrepreneurship pedagogy in American higher education institutions, outlining a model from multiple participants’ perspectives and offering a blueprint for teaching entrepreneurship in higher education settings.

Structured interviews were conducted with 26 participants involved in entrepreneurship education in American higher education institutions, including teaching managers, teachers and students. The interview data were transformed into documentary materials and analyzed through grounded theory.

The characteristics of the core elements of entrepreneurship education pedagogy in American higher education institutions include unified and distinctive teaching content, diverse and practical teaching methods, disciplinary and interdisciplinary curriculum system, professional and inclusive teaching team, procedural and systematic teaching evaluation. More profoundly, entrepreneurship pedagogy in American universities can be conceptualized as a flywheel model, propelled by the significant autonomy of teachers. Teacher autonomy empowers dynamic interactions among teaching content, teaching method, curriculum development and teaching evaluation, facilitating ongoing innovation in American entrepreneurship pedagogy like a rapidly forward-rolling wheel.

This study contributes to a better understanding of the pedagogy of American entrepreneurship education as a mature discipline, which may assist educators in teaching entrepreneurship at the college level. Moreover, a flywheel model of entrepreneurship pedagogy is offered, emphasizing teacher autonomy as a vital but often overlooked role in the development of entrepreneurship education.

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.

The purpose of this study is to investigate the influence of design for lean six sigma (DFLSS) on operational functions of the innovation management model by appraising an innovation management assessment framework.

An empirical approach for evaluating causal relationships among various constructs in the model phases that identify optimum pathways in achieving commercial success was adopted. A quantitative analysis of survey data were collected from large, medium and small organiations, including incubators in ANZ (Australia, New Zealand) and TMSV (Thailand, Malaysia, Sri Lanka and Vietnam).

The structural equation modelling recursive path analysis results of the model provide empirical evidence and pathways through the various constructs considered in the model. All these pathways lead to delivering optimum commercialization success (CS). Furthermore, DFLSS is confirmed as an enabler and has direct one-to-one and indirect influence on all the operational function constructs of the model including commercial success.

This study had a relatively small sample size of completed responses obtained from the population and a constrained ability to compare commercialization success (CS) between the two regions in the dataset. Future studies could be conducted on a global scale to increase responses.

The research findings enabled the development of important and practical guidelines for managers and innovation practitioners engaged in planning and management of innovation.

This research offers a holistic approach for integrating DFLSS with stage gate phases of innovation management assessment framework, supported by empirical evidence, to aid organizations in effectively managing the innovation process and achieving greater success in commercialization.

Establishing an effective educational system is directly tied to academic leadership, a multifaceted concept that differs from one environment to another. The purpose of this research is to investigate the role of digital leadership (DL) aspects in the enhancement of technical knowledge sharing (KS) and dealing with emotional intelligence (EI) among the teaching faculty of higher education institutions (HEIs).

Following a quantitative and cross-sectional research design, convenient sampling is employed for data collection via a self-administered questionnaire from 320 faculty members of private HEIs in Pakistan.

Structural equation model (SEM) is used for path analysis. The results reveal a positive and significant effect of DL, aspects like visionary leadership (VL), digital citizenship (DC), systematic improvement (SI), on knowledge sharing (KS), and emotional intelligence (EI).

This study has highlighted the significance of DL in private HEIs. The findings of the study imply that institutional heads of higher education institutions (HEIs) can successfully manage the knowledge assets that they have and those of their staff members, ensure the successful adoption of technology and foster product and process innovation that improves organizational performance and integrates successful strategies into the educational system by demonstrating DL aspects. The research also analyzes institutional heads' present leadership strategies to enhance response to technological change and innovations, which are considered fundamental pillars of organizational success. Ultimately, this will extend the literature on adopting DL techniques towards digital transformation in the education system.

This study empirically confirms the role of DL aspects such as VL, DC, and SI towards KS and EI. Most of the research demonstrates the direct impact of DL on EI, whereas the aspects of DL are not directly related to KS and EI. Studies have also shown how DL enhances its role in incorporating leadership in organizations, industries, and education, mainly in Western countries. This research addresses the gap in understanding the direct effects of DL aspects on KS and EI in non-Western countries, particularly within the education sector.