Purpose: Continuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.Design/methodology/approach: A concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.Findings: Thematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.Practical implications: The classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.Originality/value: Although digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.

Purpose: Entrepreneurial intention of students is frequently used in entrepreneurship research as an indicator of creativity, innovativeness and entrepreneurial mindset. The entrepreneurship courses offered by engineering disciplines do not always have the expected outcomes, while differences are observed on students' entrepreneurial intention. These differences sometimes stem from the stereotypical beliefs about entrepreneurship, in favor of masculinity. Although these anachronistic perceptions gradually fade in the society, personality traits attributed to “traditional” gender schemas still have an impact on students' career choices, especially in academic fields considered “masculine,” such as information technology. The purpose of this paper is to examine the impact of gender-typed personality (GTP) on students' entrepreneurial intentions (EI) and identify differences between genders.Design/methodology/approach: The impact of GTP traits on students' entrepreneurial intention is examined using gender schema theory and the theory of planned behavior (TPB) based on a sample of 321 university students of information technology. Structural equation models are used for the investigation of causal effects and group differences.Findings: The results indicate significant interaction of GTP traits on the EI for both male and female students. However, no significant differences were found in the perception of gender schemas between males and females, which clearly suggests that the attribution of these traits to a specific gender nowadays is false.Originality/value: The results offer convincing explanation of the differences observed in EI between the two genders and have both theoretical and practical implications for entrepreneurship education.

This study explores the impact of the perceived well-being of students; the degree to which they perceive that their university enhances, facilitates, and supports six sustainable development goals (SDGs); and entrepreneurship education on nascent entrepreneurship. Moving beyond main effects, our research uses entrepreneurship education as a moderator, offering nuanced insights into nascent entrepreneurship, particularly among art students—an under-researched group. Utilizing data from a large sample within the established research project GUESSS, our findings show a very small statistically significant positive relationship between subjective well-being and nascent entrepreneurship among art students. However, the anticipated impact of university enhancement, facilitation, and support of SDGs on nascent entrepreneurship is not evident for these students. Notably, entrepreneurship education is important for the cultivation of the future generation of art entrepreneurs. These results have important theoretical and practical implications.

The evolution of Information Technology has undoubtedly made a significant contribution to many entrepreneurial smash hits of the last decades. Computer Self-Efficacy is an IT specific measure of the general ability to use computers and software and its relation to entrepreneurial intention, a valid precursor of entrepreneurial behavior, consists an interesting topic which recently came into focus of entrepreneurship research. In this empirical research conducted among secondary education students, the efficacy of autonomous use of computer software is highlighted as an influential factor for the entrepreneurial intentions of students. Autonomous use of computer software incorporates increased learning motivation, risk taking and openness to new experiences, which are essential for entrepreneurship. The findings have useful implications both for instructors and software designers.