This study aimed to explore the influence of entrepreneurial skills development on entrepreneurial confidence in university students. Using an empirical approach, a structured questionnaire was administered to 322 students at a university in Lima, Peru, to assess participants’ perceptions of self-awareness and self-assessment, problem solving, communication and presentation of ideas, as well as their entrepreneurial confidence. The data collected were analysed using structural equation modelling (SEM), which allowed for the identification of significant relationships between the variables. The results revealed that self-awareness, problem solving and effective communication have a positive and determinant influence on the development of entrepreneurial skills, which in turn significantly strengthen students’ entrepreneurial confidence. These findings highlight the importance of incorporating the promotion of entrepreneurial skills in university education, as this can increase students’ readiness and willingness to successfully start and manage their own entrepreneurial projects.

The multifaceted nature of the skills required by new-age professions, reflecting the dynamic evolution of the global workforce, is the focal point of this study. The objective was to synthesize the existing academic literature on these skills, employing a scientometric approach . This involved a comprehensive analysis of 367 articles from the merged Scopus and Web of Science databases. Science. We observed a significant increase in annual scientific output, with an increase of 87.01% over the last six years. The United States emerged as the most prolific contributor, responsible for 21.61% of total publications and receiving 34.31% of all citations. Using the Tree algorithm of Science (ToS), we identified fundamental contributions within this domain. The ToS outlined three main research streams: the convergence of gender, technology, and automation; defining elements of future work; and the dualistic impact of AI on work, seen as both a threat and an opportunity. Furthermore, our study explored the effects of automation on quality of life, the evolving meaning of work, and the emergence of new skills. A critical analysis was also conducted on how to balance technology with humanism, addressing challenges and strategies in workforce automation. This study offers a comprehensive scientometric view of new-age professions, highlighting the most important trends, challenges, and opportunities in this rapidly evolving field.

This study aimed to examine the impact of digital leadership among school principals and evaluate the mediating effect of Professional Learning Communities (PLCs) on enhancing teachers’ innovation skills for sustainable technology integration, both in traditional classroom settings and e-learning environments. Employing a quantitative approach with a regression design model, Structural Equation Modelling (SEM) and Partial Least Squares (PLS-SEM) were utilized in this research. A total of 257 teachers from 7 excellent senior high schools in Makassar city participated in the study, responding to the questionnaires administered. The study findings indicate that while principal digital leadership does not directly influence teachers’ innovation skills in technology integration, it directly impacts Professional Learning Communities (PLCs). Moreover, PLCs themselves have a significant influence on teachers’ innovation skills in technology integration. The structural model presented in this study illustrates a noteworthy impact of principal digital leadership on teachers’ innovation skills for technology integration through Professional Learning Communities (PLCs), with a coefficient value of 47.4%. Principal digital leadership is crucial in enhancing teachers’ innovation skills for sustainable technology integration, primarily by leveraging Professional Learning Communities (PLCs). As a result, principals must prioritize the creation of supportive learning environments and implement programs to foster teachers’ proficiency for sustainable technology integration. Additionally, teachers are encouraged to concentrate on communication, collaboration, and relationship-building with colleagues to exchange insights, address challenges, and devise solutions for integrating technology, thereby contributing to sustained school improvement efforts. Finally, this research provides insights for school leaders, policymakers, and educators, emphasizing the need to leverage PLCs to enhance teaching practices and student outcomes, particularly in sustainable technology integration.

Students from different cultures possess varying levels of skills in learning, remembering, and understanding concepts. Some terms and their explanations may seem easy for one group of students but difficult for another. Therefore, delivering educational content that aligns with student’s learning capabilities is a challenging task based on cultural orientations. This study addresses the learning challenges by developing a Thesaurus Glossary E-learning (TGE) framework method. This study introduces the TGE method which is a multi-language tool with visual associations that adapts to students’ capabilities. It also examines cultural differences and native languages, particularly aiding Arab Native to visualize appropriate terms (thesaurus) and their explanations (glossary) based on students’ learning capabilities. TGE learns from students’ term selection behavior and displays terms at a simple or advanced level that matches their learning ability. Additionally, TGE demonstrated its effectiveness as an e-learning tool, accessible to all students anytime and anywhere. The study analyzed 314 records related to student performance, out of which 114 students were surveyed to evaluate the effectiveness of the TGE method. This work presents TGE as a novel e-learning tool designed to enhance conceptual thinking within the context of modern educational practices during the digital transformation. TGE is based on artificial intelligence algorithms and associative rules that simulate the human brain, establishing logical connections between related key terms and sketching associations among diverse facets of a situation. An experiment was conducted at a private university in the Sultanate of Oman to assess the effectiveness of the proposed TGE tool. TGE was integrated with selected subjects in information systems and used by the students as a resource for e-learning methods and materials. The results show that 85% of students who used TGE improved their performance by 19%. We believe this work could establish a new smart e-learning teaching method and attract modern and digital universities to enhance student learning outcomes linked with conceptual thinking.

This study investigates the impact of various educational and social factors on the digital skills of vocational education and training (VET) students, emphasizing the significance of continuous skill development in the digital age. Utilizing structural equation modeling (SEM), the paper analyzes data from 382 adult VET students in Greece, examining the effects of Erasmus program participation, daily computer use, educational platforms, and social network engagement on digital competencies. The findings reveal that participation in Erasmus programs and the use of educational platforms significantly enhance students’ digital skills, highlighting the value of international experiences and digital learning tools in VET. Conversely, daily computer use alone does not significantly impact digital skills, suggesting that structured and purposeful digital tool integration is essential for skill development. The study also underscores the positive role of social networks in improving content management skills, advocating for their strategic use in educational settings. These results demonstrate the need for targeted digital literacy initiatives within VET programs to prepare students for modern labor market demands. The research contributes to the theoretical understanding of digital skill acquisition and offers practical insights for educators and policymakers to enhance VET curricula, fostering economic and social progress through improved digital literacy.