<?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%">James Edomwonyi Edokpolor</style></author><author><style face="normal" font="default" size="100%">Kayode Somorin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENTREPRENEURSHIP EDUCATION PROGRAMME AND ITS INFLUENCE IN DEVELOPING ENTREPRENEURSHIP KEY COMPETENCIES AMONG UNDERGRADUATE STUDENTS</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%">creative skills</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurship education</style></keyword><keyword><style  face="normal" font="default" size="100%">innovative skills</style></keyword><keyword><style  face="normal" font="default" size="100%">operating business</style></keyword><keyword><style  face="normal" font="default" size="100%">starting business</style></keyword><keyword><style  face="normal" font="default" size="100%">unemployment situation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1237087</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</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%">The intent of this research is to assess the implementation state of entrepreneurship programme and its influence in developing entrepreneurship key competencies among undergraduate students. The survey design was employed for the research. A total population of 8,101 undergraduate students from University of Benin was used. A sample of 382 undergraduate students was used for the research. A structured questionnaire, validated by two experts was used for the data collection. The Cronbach alpha statistical method was employed to determine the reliability of the instrument, which yielded the coefficient alpha value of 0.87. Twenty items questionnaire was administered to the respondents with the help of two trained research assistants. The data were analyzed using the mean, standard deviation, and t-test statistics. The research revealed that entrepreneurship programme is not properly implemented particularly at the university level. It also revealed that students are not well-equipped with entrepreneurship key competencies such as creative and innovative skills that would have helped them in starting and running their own business. It also revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the implementation state of entrepreneurship programme. It further revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the extent to which entrepreneurship programme has equipped students with creative and innovative skills. Consequently, the authors drew a useful conclusion for the subject matter. Providing sufficient amount of financial resources, involving employers of labour, sourcing for qualified teaching and non-teaching personnel, procuring the state-of-the-art infrastructural facilities, as well as utilizing appropriate instructional methods, that would help in equipping students with creative and innovative skills for starting and operating their own businesses were further recommended.  </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">144-156</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%">Lenita Hietanen</style></author><author><style face="normal" font="default" size="100%">Satu   Uusiautti</style></author><author><style face="normal" font="default" size="100%">Kaarina   Määttä</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING ENTREPRENEURSHIP IN LEARNERS – AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION</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%">basic education</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurship education</style></keyword><keyword><style  face="normal" font="default" size="100%">music education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361861.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Entrepreneurship education is recommended to be a part of education already from the beginning of children’s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">34-48</style></section></record></records></xml>