This study examines the intersection of Artificial Intelligence (AI), entrepreneurship education, and curriculum transformation in the Global South. Using a systematic bibliometric analysis of 253 publications from 2019–2024 indexed in Scopus, Web of Science, and JSTOR, the study maps publication trends, intellectual structures, and collaborative networks shaping this emerging field. The analysis identifies four key themes: AI-enabled pedagogical innovation, digitalisation and curriculum redesign, entrepreneurship education in developing contexts, and global research collaboration. Guided by Activity Theory, the study conceptualises AI as a mediating artefact shaping interactions between pedagogy, technology, and institutional contexts. The findings highlight the transformative potential of AI in advancing entrepreneurship education while revealing persistent challenges related to infrastructure, policy, and digital inequality. The study contributes theoretical and policy insights for fostering inclusive, contextually responsive, and innovation-driven curriculum transformation in Global South higher education.

1. Youth entrepreneurship has gained growing attention as a strategic avenue for addressing unemployment, poverty, and socio-economic exclusion across Africa’s rapidly urbanizing regions (African D...

The digital transformation of Small, Medium, and Micro Enterprises (SMMEs) is crucial for maintaining competitiveness and ensuring long-term growth in today’s business environment. This systematic literature review evaluates how digital technologies have reshaped business functions within South African SMMEs, particularly following the COVID-19 pandemic. Articles published between 2019 and 2024 were sourced from Scopus and Web of Science, and the PRISMA framework was used for selecting and analysing relevant studies. The review assesses the current state of digital transformation, exploring its impact on marketing, operations, customer engagement, and decision-making processes. It identifies key challenges, such as resource limitations, digital skills gaps, and infrastructure constraints, which impede widespread digital adoption. Sector-specific insights are also provided, recognizing varying levels of digital maturity across industries. The findings offer actionable recommendations for SMME owners, policymakers, and educators, suggesting strategies to accelerate digital adoption. By providing valuable local data, this study adds to the growing body of research on entrepreneurship and digitalization in South Africa’s post-pandemic landscape. The study underscores the need for targeted interventions to help SMMEs overcome barriers and fully leverage technology to drive growth and innovation. Keywords: Digital Transformation; SMMEs; South Africa; Post-COVID-19; Sectoral Analysis

Digital transformation is increasingly recognised as a driver of innovation and competitiveness in Small, Medium, and Micro Enterprises (SMMEs). In South Africa’s Free State Province, hospitality SMMEs face significant disparities in digital skills adoption, especially between metropolitan and non-metropolitan areas. This systematic review explores how digital skills influence innovation within hospitality SMMEs in this context. The review followed the PRISMA framework, with searches conducted across Web of Science and JSTOR. Inclusion criteria were peer-reviewed English-language articles published between 2019 and 2025, focusing on digital skills, innovation, and digital transformation in hospitality or SMME contexts in developing regions. Exclusion criteria ruled out grey literature, non-English texts, and studies unrelated to the hospitality sector. Of 300 initial records, 50 articles met the inclusion criteria and were analysed. Findings reveal that digital skills are key enablers of product, process, and business model innovation. However, challenges such as financial constraints, limited infrastructure, and digital literacy gaps hinder widespread adoption. Hospitality SMMEs with access to digital ecosystems and structured support (e.g., training, mentorship) demonstrate greater innovation capacity and entrepreneurial resilience. The review also finds that while basic digital tools (e.g., social media, booking platforms) are adopted in urban areas, non-metropolitan businesses lag significantly. The study concludes that bridging the digital divide through targeted policy interventions and inclusive digital ecosystems is essential for enhancing innovation in hospitality SMMEs. The findings offer practical insights for policymakers, educators, and support agencies aiming to foster sustainable digital transformation in under-resourced regions. Keywords: Digital skills, Hospitality SMMEs, SMMEs innovation, Digital transformation, Digital ecosystems and Entrepreneurial resilience.

The swift growth of the digital economy has heightened the necessity to redefine the function of universities as drivers of innovation in skill enhancement. This research examines the role of universities in the changing environment by a comprehensive bibliometric analysis and systematic literature assessment of 122 peer-reviewed articles. Utilising information from prominent academic databases, the research applies bibliometric methodologies such as co-authorship, co-citation, and keyword co-occurrence analysis to delineate the intellectual framework and nascent trends within the discipline. In addition, the systematic literature review offers a comprehensive synthesis of essential themes, theoretical viewpoints, and empirical findings. The results indicate an increasing focus on the cultivation of digital competencies, entrepreneurial institutions, innovation networks, and partnerships between academia and business as essential for synchronising higher education with the requirements of the digital economy. The evaluation emphasises the growing incorporation of innovative technologies, especially artificial intelligence and digital platforms, in transforming education, learning, and skill development. Notwithstanding these progressions, considerable disparities remain concerning inclusivity, institutional capability, and the adaptability of colleges to evolving labour market demands. This research provides a thorough and cohesive insight into the changing function of universities within the digital economy, while pinpointing essential research boundaries and policy ramifications. The results offer significant perspectives for policymakers, higher education entities, and industry participants aiming to enhance innovation capabilities and cultivate talents for the future

Every aspect of society, especially education, has been profoundly impacted by the COVID-19 pandemic. Nearly all institutions and universities have transitioned from traditional learning to online teaching and learning during the outbreak in order to maintain academic continuity. The goal of the present research is to evaluate how traditional teaching and learning in HEIs, particularly during the post-pandemic period, were affected by online learning. Technology has been used for many years to enhance the teaching and learning process. Therefore, the introduction of technology into many educational contexts was hastened by the COVID-19 pandemic. However, educators confronted a variety of difficulties they had never faced before as a result of the abrupt change to distance learning. Following a qualitative mode of inquiry, the current study sought to discover how a group of 20 South African educators handle their post-pandemic teaching. The researchers conducted in-depth, semi-structured questionnaires with HEI educators to accomplish their goal. Educators were tasked with detailing their journey from in-person to fully online teaching, and later adjusting to a blended format of face-to-face and online instruction. The research aimed to enhance post-COVID-19 teaching by employing various technological, pedagogical, and administrative strategies for both online and traditional learning. In the long run, this was intended to enhance the integration of technology into the pedagogical setting even further. The study's findings laid the groundwork for developing accessible online tools to support academic instructors in effectively utilizing widely adopted online pedagogical techniques.