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The entrepreneurial ecosystem within Chinese vocational colleges offers a unique platform to investigate the interplay between entrepreneurial passion, education and intention. This study aims to assess the effect of entrepreneurial education on alertness, passion and mindset, in turn, on entrepreneurial orientation and intentions. In addition, the study examines the mediating role of the entrepreneurial mindset between entrepreneurial passion and education; and to identify the moderating effect of entrepreneurial self-efficacy between entrepreneurial orientation and intentions.

Using a cross-sectional methodology based on self-reported data from students across various Chinese vocational colleges, the study used a quantitative method to derive its findings.

The results highlighted a strong positive effect of entrepreneurial education on passion, mindset and alertness. The study also found that an increased emphasis on entrepreneurial education fostered a proactive entrepreneurial orientation, a significant predictor of entrepreneurial intentions. The entrepreneurial mindset played a pivotal mediating role, enhancing the direct effects observed. Moreover, students with higher entrepreneurial self-efficacy exhibited a more substantial inclination towards entrepreneurial intentions, further buttressed by their orientation.

This study underscores the critical role of fostering passion, education and self-efficacy in cultivating entrepreneurial intentions among students in Chinese vocational colleges, offering valuable theoretical and managerial implications for educators and policymakers alike.

The purpose of this study is to examine postgraduate students' reflexive narratives about their entrepreneurial passion (EP) experience as a result of their direct participation in a series of hand-selected experiential learning events within the curated identity workspace (IW) of a cross-disciplinary postgraduate entrepreneurship education programme.

This study uses a qualitative exploratory design using interpretative phenomenological analysis with a group of graduate students from a cross-disciplinary postgraduate entrepreneurship education program at an entrepreneurial university.

This study discovers that students’ EP experience is developed through the internalisation of an entrepreneurship learning activity into their personal identity through the harmonisation and reorganisation of their competing micro-identities of professional and entrepreneurial identity, prompting them to create a new identity that enables them to act entrepreneurially without relinquishing their existing professional identity.

This study demonstrates how entrepreneurial education programmes function as an IW and posits a theoretical model illustrating the hidden connections between entrepreneurial activity, personal identity and entrepreneurial learning experience that collectively influence individuals' entrepreneurial behaviour.

During the COVID-19 pandemic, the importance of digital infrastructure in higher education surged. This study aims to analyze how a country’s digital capabilities influence pedagogical transitions in business schools and compare the impacts between digitally advanced and advancing countries.

The authors applied the job demands–resources model and the IMD World Digital Competition Ranking 2021 to analyze the impact of nations’ digital capabilities on the pedagogical transitions experienced by 121 business faculty members from 20 nations. The countries were categorized into digitally advanced countries and advancing countries. The snowball sampling method was used to gather data through an online survey consisting of 24 items. SPSS was used to statistically analyze the data in two stages using paired t-test and group comparison.

Significant shifts between face-to-face and online lectures occurred in both groups. Advanced countries witnessed positive shifts in discussions, presentations, oral assessment, independent learning opportunities, online teaching methods, technical support and faculties’ readiness, whereas advancing countries mainly noted alterations in professional development and communication technologies.

This study offers insights into optimizing digital capabilities and enhancing business schools’ readiness for effective pedagogical shifts during crises. Both the theoretical contribution and the findings will benefit national education policies, higher education institution leaders, scholars and educators.

When it comes to special education, teachers are the cornerstone of children's development. A special education teacher (SET) who possesses correct perceptions to teach students with special education needs (SENs) in inclusive education and ability to maintain balance that works best for children with physical and emotional disabilities are expected to thrive. This requires several skills that are entirely different from traditional teaching, often depicted as ‘chalk and talk’ – keeping control and making decisions about what is the right thing to do for students. This trait is just an illustration of many myopic characteristics that will no longer work well for both SENs and regular students. An effective SET in the twenty-first century must be able to adapt and respond rapidly to the changing society and is more likely to be open to learning. These character qualities are typical among millennials and Generation Z or Alpha, who are more prone to be digital native, that will future-proof them in the upcoming era of ubiquitous technology. As such, new generation SETs are significant precursor to create a new special education system that responds well to the challenges encountered by the pervasive future ahead.

School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges during COVID-19 and how this problematic situation was reshaped by new normal teaching.

The qualitative research included perspectives of 84 school teachers using an interview-based approach. Pedagogical assessment, societal assessment and personal assessment were considered in the study.

Content switching, student involvement and individual assessment are the challenges in terms of pedagogy. Buying power of electronic equipment, digital skills, study environment and distraction are the challenges faced in terms of personal challenges. Personal connect and interaction intensity is the challenges faced in terms of social challenges. Teachers adapted to synchronous, blended, flipped and asynchronous modes of teaching.

The authors’ study will support schools in developing their institutional plans to understand teachers' apprehensions better and to check the readiness of the schools towards teaching and learning approaches.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.

This paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.

The paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.

Rosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.

This paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not.

The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting.

The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM.

The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE.

In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online instruction. This conceptual paper is motivated by the inadequacy of literature translating the emotional engagement concept to the micro level of online instructions within the upsurge intention to the new trend of online teaching-learning. This paper aims to contribute by addressing the fundamental issues of emotional engagement starting from revisiting the roles of teachers in students' emotional engagement, reviewing and underscoring the importance of students' emotional engagement in higher education and finally conceptualizing and framing how to infuse emotional engagement into the instructions.

The explanation of how to advocate for students' emotional engagement in online learning praxis is inadequately discussed although the library of literature has informed the fundamental role of students' emotional engagement in establishing successful online learning. This paper aims to address this practical need by interactively connecting the theory, empirical findings and pedagogical practices in the area to provide praxeological contribution to the development of quality online teaching-learning practices.

This study presents a framework that advances the existing body of research at the juncture of emotional engagement and online learning. This conceptual paper foregrounds an examination of the roles of teachers in students' emotional engagement and underscores the significance of students' emotional engagement in higher education. Moreover, it proposes a conceptual framework delineating effective strategies for the integration of emotional engagement within instructional methodologies. This framework comprises four key aspects: (1) fostering students' learning autonomy and ownership, (2) establishing socioemotional construction through verbal and non-verbal expressions, (3) integrating a multimodal approach to online learning and (4) honing the art of constructive feedback.

This conceptual paper is rooted in a nested theory and draws upon empirical studies. While the presented framework holds promise, its efficacy in the classroom setting requires validation through further empirical investigation.

Those proposed pedagogical strategies detailed with the practical examples explained in the previous part would afford students with a better socioemotional amenities of learning environment benefitting them with positive affective engagement.

Given the imperative to enhance students' emotional engagement in online learning and the limited discourse surrounding its practical implementation, the proposed framework stands poised to enrich and inform online pedagogical practices.