<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kristine Uzule</style></author><author><style face="normal" font="default" size="100%">Jevgenija Dehtjare</style></author><author><style face="normal" font="default" size="100%">Natalja Verina</style></author><author><style face="normal" font="default" size="100%">Aurelija Ulbinaite</style></author><author><style face="normal" font="default" size="100%">Bojan Kitanovikj</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXTENDING THE CONCEPT OF DIVERSITY IN ENTREPRENEURSHIP COMPETENCE EDUCATION TO INCLUDE AI SKILLS: PUBLIC ADMINISTRATION EMPLOYEES AND EXPERTS’ INSIGHTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual diversity</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurship education</style></keyword><keyword><style  face="normal" font="default" size="100%">expert survey</style></keyword><keyword><style  face="normal" font="default" size="100%">public administration employee survey</style></keyword><keyword><style  face="normal" font="default" size="100%">workforce development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4604170</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Entrepreneurship education can embrace the concept of diversity not only through the prism of demographics and identity but also through the inclusion of diverse competences. As artificial intelligence (AI) continues to transform professional practice, integrating AI skills into established frameworks can broaden the scope and relevance of entrepreneurial competences. This study aimed to determine whether AI competences should be incorporated into the “Ideas and Opportunities” domain of the Entrepreneurship Competence Framework (EntreComp). The research methodology included a public administration employee survey and an expert survey. Both groups emphasized that organizations, rather than individuals, should lead efforts to build AI competences, while experts also indicated the relevance of AI competences to EntreComp. By advocating for the integration of GenAI competences into entrepreneurship and management education, this study contributes to expanding the concept of diversity through providing evidence for embedding AI competences into established professional competence models, instead of treating AI competences as isolated digital abilities. This approach supports a form of spreading activation, where rethinking diversity at the conceptual level links professional challenges more directly to education, reshaping competence frameworks, curriculum design, and skill recognition. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">579-602</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kristine Uzule</style></author><author><style face="normal" font="default" size="100%">Zanda Gobniece</style></author><author><style face="normal" font="default" size="100%">Jelena Titko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIGITAL TRANSFORMATION OF ECONOMIES THROUGH TECHNOLOGY, EDUCATION AND COMPETENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">education</style></keyword><keyword><style  face="normal" font="default" size="100%">macro-level development</style></keyword><keyword><style  face="normal" font="default" size="100%">micro-level development</style></keyword><keyword><style  face="normal" font="default" size="100%">workforce competences technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728584076.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Digital transformation has profoundly impacted social and economic life by enhancing workforce competences, fostering innovation, and creating competitive advantages. Given that the driving force of digital transformation is technology, this study aimed to determine whether education and workforce competences are perceived as essential factors in the digital transformation narrative across diverse fields of socioeconomic development at both macro and micro levels. To achieve this, 528 abstracts from various scientific fields focused on digital transformation were analyzed using both manifest and latent content analyses, the latter ensuring a more objective interpretation of the outcomes derived from manifest content analysis. Frequency, word linkage, and concordance analyses of key concepts were used. The results indicated that education and workforce competences are viewed as vital for the digitalization of various sectors of the economy at both macro- and micro-level development. The findings suggest that technology drives digital transformation by delivering different types of value, including innovation and sustainability, while relying on education and technology-related competences. The results also revealed concerns about barriers to technology implementation, which could be overcome through education and competences. The originality of this research lies in its application of both manifest and latent analyses to identify the roles of education and technology in driving economic digital transformation.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">758-774</style></section></record></records></xml>