In response to the increasing youth unemployment rate and the demand for future-oriented career development, university student entrepreneurship has emerged as a critical domain in both economic policy and education. This study conducts a comprehensive literature review to examine the interrelationships between entrepreneurship, entrepreneurship education, entrepreneurial competency, and entrepreneurial intention among university students, with an emphasis on the Human Resource Development (HRD) perspective. The review reveals that entrepreneurial mindset significantly influences students’ intention to start a business, while entrepreneurship education contributes both directly and indirectly through the development of entrepreneurial competencies. Entrepreneurial competencies serve as a practical foundation for translating intention into action and are integral to HRD’s goal of competency-based talent development. The study further highlights that entrepreneurship education aligned with HRD principles—such as experiential learning, self-directed development, and learning organization frameworks—can foster employability and self-employment capacity. This integrative analysis suggests that university entrepreneurship programs should not be seen merely as policy instruments, but rather as strategic HRD initiatives for developing future-ready, opportunity-creating human capital. Implications for educational design, policy development, and future empirical research are discussed.

Employee retention promotes positivity in an organization and improves employers’ brand value. As the human resource department operates with the objective of improving employees’ contribution towards the organization, meaningful work is an important topic in the core areas of human resource development (HRD), such as employee involvement, motivation, and personal development. Not only salary, benefits, working environment, and status but also the factors that determine whether you enjoy going to work every day are whether you believe that your work makes a meaningful contribution. In HRD, meaningful work comes to the forefront through a connection with a high level of commitment. Thus, this study aims to establish the relationship between meaningful and purposeful jobs affecting employee retention and the mediating factors of person organization fit (POF) and person job fit (PJF). A cross-sectional study involving a survey methodology was used to collect data from 150 white-collar employees working in the IT, banking, textile, and multinational companies in Bangladesh. The results indicate that job meaningfulness has a positive relationship with employee retention (p-value = 0.031) and both the mediating factors of PJF (p-value = 0.040) and POF (p-value = 0.028). The results also indicate that while POF positively influences employee retention (p-value = 0.019), PJF has no significant influence on employee retention (p-value = 0.164). Thus, promoting employee job meaningfulness and purpose in the workplace may represent an opportunity for organizations to improve employee engagement and retention.

This study compares Human Resource Development (HRD) in Vietnam and Malaysia, looking at their methods, problems, and institutional frameworks in the context of ASEAN economic integration and Industry 4.0. Based on Cho and McLean’s (2004) integrated HRD model, this paper looks at recent research (from 2018 to 2023) to look at important topics such globalization, demographic changes, vocational training alignment, and technology disruption. Vietnam has a vast workforce, but it still has problems with low productivity, skill mismatches, and not being ready for the global market. On the other hand, Malaysia’s institutional HRD structures are making more progress, even though its workforce is getting older and not everyone is adapting to digital transformation at the same rate. The study shows that we need HRD policies that are tailored to each industry, training that is delivered in a decentralized way, and stronger relationships between the public and commercial sectors. It also stresses how important it is for national HRD policies to include global competences and initiatives that help everyone learn new skills. The study adds a unique framework for comparing HRD and gives policymakers, educators, and practitioners useful information, even though it is constrained by its use of secondary data. Future study should use mixed-methods to confirm results and look into interventions that work in specific situations. The study shows that Vietnam and Malaysia need personalized, inclusive, and forward thinking HRD systems to produce strong and competitive workforces in the post-pandemic, digital driven global economy.

In the trend of the 4th Industrial Revolution and the trend of digital transformation, along with the orientation of building ecologically sustainable agriculture, modern countrysides, civilized knowledge farmers, meeting the requirements of international economic integration. More than ever, countries’ agriculture requires human resources from managers to researchers and those directly getting involved in agricultural production that meet the standards of professional qualifications, capacity and quality of work performance. In Vietnam, in terms of resources in the agricultural sector, there is a surplus of manual and simple labor but a shortage of high-skilled workers and lack of good managers and organizers. In terms of policies and laws in the field of agriculture, it is relatively complete when there are 15 laws passed in 4 production sectors: fisheries, forestry, horticulture and animal husbandry. This is an important legal basis to mobilize resources, including agricultural human resources in order to develop the country. However, the legal system on human resource development in the field of agriculture in general and on training, education, compensation and support in particular is still lacking and scattered. Thus, the article focuses on analyzing the current status of regulations and practices of implementing regulations on human resource development in the agricultural sector, thereby proposing corresponding policies and laws in Vietnam in the next time.

With the deep integration of artificial intelligence technology in education, the development of AI integration capabilities among pre-service teachers—as the core of future educational human resources—has become crucial for enhancing educational quality and driving digital transformation in education. Based on the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) theoretical framework, this study employs questionnaire surveys and structural equation modeling to explore the structural characteristics, influencing factors, and formation mechanisms of AI-TPACK competencies among pre-service teachers in Chinese universities. Findings indicate that while pre-service teachers demonstrate moderately high overall AI-TPACK levels, their technical knowledge (AI-TK) and technological integration competencies (e.g., AI-TPK, AI-TCK) remain relatively weak. School technical support, technological attitudes, and technological competence significantly influence their AI-TPACK capabilities, with institutional level and teaching experience serving as important external moderating factors. Building on these findings, this paper proposes a systematic framework for developing pre-service teachers' AI integration capabilities from a human resource development perspective. This framework encompasses four dimensions: curriculum optimization, practice enhancement, resource support, and policy guidance. It aims to provide theoretical foundations and practical pathways for pre-service teacher training and teacher human resource development in higher education institutions.