Developing digital and entrepreneurial skills in Pedagogy. Degree of acceptance of a training proposal
Abstract
In recent years, research carried out in the field of education concludes that the development of entrepreneurial skills offers many advantages for both teachers and students. In this sense, this approach is worked on at the university to develop skills necessary for the professional future of students, as well as to increase their commitment to the subjects. The general objective of this research is to verify whether the learning acquired through a training experience, as well as the perception of it, are useful for university students of the Degree in Pedagogy. Two types of designs are used in this study: validation of the acceptance model of a didactic proposal where entrepreneurial skills are developed (TAM) and description of the results derived from it. The results demonstrate the adequacy of the training proposal for university students. The students perceive the proposal, where a media creation company must be created, as an appropriate strategy. The ease of use in the classroom, the acceptance of its integration, the transformation of interest in learning and showing a positive attitude towards its use in the future stand out over other dimensions. Overall, the level of acceptance regarding the validation of the TAM model is high. Finally, the possibility of replicating the model in similar investigations is questioned.
Downloads
References
Azqueta, A., & Naval, C. (2019). Educación para el emprendimiento: una propuesta para el desarrollo humano. Revista Española de Pedagogía, 274, 517-533. https://doi.org/10.22550/REP77-3-2019-03
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Publication Office of the European Union.
Cabero‐Almenara, J., Guillén‐Gámez, F. D., Ruiz‐Palmero, J., & Palacios‐Rodríguez, A. (2022). Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. British Journal of Educational Technology, 53(1), 41-57. https://doi.org/10.1111/bjet.13151
Comisión Europea (2020). Educación en emprendimiento: Guía del educador. Comisión Europea.
Comisión Europea/EACEA/Eurydice (2016). La educación para el emprendimiento en los centros. Secretaría General Técnica. Centro de Publicaciones. Ministerio de Educación, Cultura y Deporte
Cornella, A. (2014). Enseñar a emprender. Los retos de los nuevos modelos educativos. EduCaixa. [Entrada de blog]. https://cutt.ly/VHtMK7M
Corujo-Vélez, C., Barragán-Sánchez, R., Hervás-Gómez, C., & Palacios-Rodríguez, A. (2021). Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog. Education Sciences, 11(8), 390. https://doi.org/10.3390/educsci11080390
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
educativos en Europa. Informe de Eurydice. Oficina de Publicaciones de la Unión Europea.
González Calatayud, V., Román García, M., & Prendes Espinosa, M. P. (2018). Formación en competencias digitales para estudiantes universitarios basada en el modelo DigComp. Edutec. Revista Electrónica De Tecnología Educativa, (65), 1-15 (391). https://doi.org/10.21556/edutec.2018.65.1119
Hu, L., & Bentler, P. (1999). Cutoff criteria for fi t indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Lévy, J. (2006). Modelización con estructuras de covarianzas en ciencias sociales: temas esenciales, avanzados y aportaciones especiales. Netbiblo.
O'Dwyer, L. M., & Bernauer, J. A. (2013). Quantitative research for the qualitative researcher. SAGE publications.
Portuguez Castro, M., & Gómez Zermeño M.G. (2020). Educational Innovation Supported by ICT to Identify Entrepreneurial Skills in Students in Higher Education. In Proceedings of the 8th International. Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2020).
Prendes Espinosa, M.P., Solano Fernández, I.M., & García Tudela, P.A. (2021). EmDigital to promote digital entrepreneurship: the relation with open innovation. Journal of Open Innovation: Technology, Market and Complexity, 7(63), 1-14. https://doi.org/10.3390/joitmc7010063
Prendes, M.P., Solano, I.M., González, J., & Cerdán, F. (2020). Competencia de emprendimiento en educación secundaria: percepción del profesorado sobre el estado actual y las posibilidades futuras en el contexto europeo. Bordón. Revista de Pedagogía, 72(2), 153-172. https://doi.org/10.13042/Bordon.2020.67626
Saldarriaga Salazar, M.E., & Guzmán González, M. F. (2018). Enseñanza del emprendimiento en la educación superior: ¿Metodología o modelo? Revista EAN, 85, 125-142. https://doi.org/10.21158/01208160.n85.2018.2054
Scott-Kemmis, D. (2017). The role of VET in the entrepreneurial ecosystem. NCVER
Copyright (c) 2022 Julio Cabero-Almenara, Julio Barroso-Osuna, Juan Jesús Gutiérrez-Castillo, Antonio Palacios Rodríguez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
