School of Education, Guangzhou University, Guangzhou, China.
Research Institute of Educational Science, Hunan University, Changsha, China.
PLoS One. 2022 May 11;17(5):e0265880. doi: 10.1371/journal.pone.0265880. eCollection 2022.
This research examines how curriculum delivery predicts entrepreneurial skills, with knowledge of information and communication technology (ICT) as a mediator. Curriculum delivery with the multiple dimensions of objectives, contents, teaching strategies, and feedback and assessment was used in this study, and a quantitative research design was adopted. A questionnaire survey was used to collect data from 482 students at six universities in Lahore, Pakistan, and the partial-least-squares structural equation model in SmartPLS 3.2 was used for data analysis. The results show that all dimensions of curriculum delivery (i) do not influence entrepreneurial skills and (ii) positively influence the knowledge of ICT. Also, in the indirect relationships, all dimensions of curriculum delivery (i.e., objectives, contents, teaching strategies, and feedback and assessment) are associated positively with ICT knowledge. Therefore, ICT knowledge plays a mediating role between curriculum delivery and entrepreneurial skills. The results also show that curriculum delivery for educational entrepreneurs is not working effectively and efficiently in Pakistani universities, and it is concluded that curriculum delivery and ICT knowledge boost entrepreneurial skills. Finally, the conclusions, limitations, and practical implications of this study are presented in detail.
本研究考察了课程交付如何预测创业技能，其中信息和通信技术 (ICT) 知识作为中介。本研究采用了具有目标、内容、教学策略和反馈评估等多个维度的课程交付，并采用了定量研究设计。通过问卷调查从巴基斯坦拉合尔的六所大学收集了 482 名学生的数据，并使用 SmartPLS 3.2 中的偏最小二乘结构方程模型进行数据分析。结果表明，课程交付的所有维度（i）都不会影响创业技能，（ii）都会积极影响 ICT 知识。此外，在间接关系中，课程交付的所有维度（即目标、内容、教学策略和反馈与评估）都与 ICT 知识呈正相关。因此，ICT 知识在课程交付和创业技能之间起着中介作用。研究结果还表明，巴基斯坦大学的教育创业者的课程交付效果不佳，效率不高，结论是课程交付和 ICT 知识可以促进创业技能。最后，详细介绍了本研究的结论、局限性和实际意义。
