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With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship.

Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students.

The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior.

This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.

Special education in China has lagged behind regular education for many years, however, the past few decades, the government has made considerable efforts to develop and improve the special education system. While the citizens of China have had a generic moral interest in disability since ancient times, the development of special education schools did not occur until American and European missionaries started schools for the visually and hearing impaired in the 19th century. The next major influence in the development of the special education system occurred with China’s Cultural Revolution in 1978. Interestingly, there is not any exclusive legislation on special education but in the 1980s, the government started Learning in Regular Classrooms (LRC), which is China’s version of inclusion. LRC has progressed rapidly the past two decades; however, the quality of instruction is low due to a lack of specialists, a shortage of personnel, inadequate funding, and limited technology as well as other barriers that are delineated in the chapter. The chapter emphasizes the government’s recent efforts in in-service teacher training, the preparation of preservice teachers, working with families, developing community rehabilitation training programs, and implementing evidence-based practices. Special education in China today is at a good place but it has quite a way from the ideal situation.