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Entrepreneurship and Small Business Review THE ROLE OF DIGITAL LEARNING

TECHNOLOGIES TO FOSTER ENTREPRENEURSHIP SKILLS IN HIGHER
EDUCATION: A QUALITATIVE STUDY OF UNIV....

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Entrepreneurship and Small Business Review
ISSN:2789-6374
Volume 1, pp: 46-73

THE ROLE OF DIGITAL LEARNING TECHNOLOGIES TO FOSTER

ENTREPRENEURSHIP SKILLS IN HIGHER EDUCATION: A
QUALITATIVE STUDY OF UNIVERSITY STUDENTS IN PAKISTAN

Muhammad Nadeem Sadiq

School of management sciences Quaid i Azam University, Islamabad, Pakistan
Email: [email protected]
Mohsin Raza
Superior University, Lahore, Pakistan
Usman Baig
School of Management Sciences Quaid i Azam University, Islamabad, Pakistan
Abstract

The modern job market changes quickly, making it even more important for graduates to
have academic information, practical skills, and an entrepreneurial spirit. In the current
dynamic job market, there is a heightened focus on providing graduates with academic
knowledge and practical skills. Entrepreneurship skills have become increasingly crucial in
the modern world as they empower individuals to innovate, create new business ventures,
and contribute to economic growth. Higher education institutions play a pivotal role in
nurturing these skills among students. However, traditional teaching methods often need
more support and resources to develop entrepreneurial mindsets. This study employs a
qualitative method approach to examine the significant role of digital learning in fostering
entrepreneurial skills in students. The methodology used for this study includes conducting
interviews with a diverse range of respondents, including students, recent graduates,
instructors, and entrepreneurs. This study aims to discover what role colleges and universities
play in teaching students how to be entrepreneurs and how that affects their careers. The
purpose of this article is to investigate whether or not digital learning fosters the
entrepreneurial skills of higher education students in Pakistan. This research thoroughly
investigates the integration of entrepreneurial education in higher education curriculum,
understands students' perspectives on the development of entrepreneurial skills during their
academic journey, and identifies practical strategies used by higher education institutions to
promote entrepreneurship skills and overall growth of individuals and prepare them for
successful careers in a competitive entrepreneurial world by connecting theory and practice.

Key Words: Digital Learning, Entrepreneurship, Learning Experience, Higher Education

46
Digital learning technologies and entrepreneurial skills

Introduction
In recent years, the emergence and rapid development of Digital Learning have
revolutionized the education landscape across the globe. This method has gained popularity
in various academic disciplines, including business education. Our society is changing and
has an uncertain future. The global crisis has affected education beyond other issues.
Educational institutions at all levels have rapidly adopted digital change. In this changing
environment, organizations emphasize developing employees for future difficulties.
Universities help graduates develop skills for the labour market and empower them to
generate global solutions through entrepreneurship (M. P. Castro & M. G. Zermeño, 2020) .
The educational trend at all stages has transfigured in accordance with social amendments
and systematic progressions in technologies. The results show that a digital learning
instructional model can be tailored to varied circumstances and foster an entrepreneurial
mindset, which students generally struggle to achieve. The higher education sector faces
continuous pressure to prove the quality and effectiveness of educational offerings, including
the outcomes of graduates. The central objective of modern universities is to adequately
prepare students for the professional work environment. This task remains a topic of interest
for policymakers and scholars, particularly within the broader contexts of labor market
instability and the expansion of higher education (Tomlinson, 2012). In contrast to the
preceding period of Digital Learning, during which persons possessing university
qualifications were essentially assured of continuous professional work, modern graduates
are now required to exhibit proactive and adaptable qualities. Individuals must adjust to a
labor market that may not readily accommodate them and is characterized by constantly
evolving prerequisites (Braun & Clarke, 2006). According to popular belief, instead of
relying on job security, recent graduates are advised to prioritize their employability to ensure
stability in their careers as

Thus far, colleges have mostly addressed the job-seeking goal by incorporating "graduate
traits" and "employability abilities" into the course of study of their degree programs. These
qualities and talents are believed to provide graduates with the necessary abilities to
effectively navigate the demands of professional jobs at a graduate level. Yorke (2006) argue
that employability can be defined as a collection of accomplishments, encompassing skills,
knowledge, and personal qualities, which enhance the likelihood of graduates securing work
and achieving success in their respective fields.

Development of pedagogical, digital, and soft skills to enable instructors to offer lessons in
an electronic setting and showcase their professional competence specific practical exercises

47
Sadiq, Raza, & Baig

in a way that enables students to acquire the content and develop their entrepreneurial skills
(Parcheva, 2021a, 2021b).

In terms of five competency areas—positive attitude and initiative; communication and

interaction; teamwork and collaboration; critical and analytical thinking or problem solving,
including risk assessment; creativity and innovation evaluated the effects of taking part in a
business model challenge. Bolzani and Luppi (2021) concluded that only exposing our
sample to the business challenge was insufficient to stimulate the development of
entrepreneurial abilities because they did not find any significant improvements across these
dimensions (Bolzani & Luppi, 2021).

By fusing the Social Learning Theory with the Theory of Reasoned Action, Aftab (2022)
investigates the mediating function of student participation in the relationship between
student accomplishment and features of digital learning among Pakistani entrepreneurship
students. Results show that student engagement is positively impacted by digital competency.
Furthermore, the results demonstrated how student participation acted as a mediator between
digital competence, digital readiness, and e-learning attitude and how these factors affected
students' academic performance in business and entrepreneurial programs in Pakistan (Aftab,
2022).

This study primarily establishes the correlations between education, entrepreneurship, and
employment. This study aims to explore the potential of Digital Learning in fostering
entrepreneurial skills among students, transforming them from basic job seekers to job
creators. This article introduces a technology-based educational innovation project to
discover entrepreneurial skills in university students. This design-based study used
qualitative approaches to collect data that met our goals. These abilities are then developed
throughout their academic career, connecting them to the university's entrepreneurial
ecosystem.

In Pakistan, there exists an ignorance gap related to the potential of digital tools to enhance
students' entrepreneurial skills. Most scholarly investigations on this subject have been
conducted within Western countries, potentially limiting the direct applicability of their
findings to our specific context. Significant differences exist between our culture, available
resources, and educational methodologies compared to those common to Western nations.
Therefore, it is crucial to evaluate the efficacy of digital tools in enhancing our productivity.
In addition, it is essential to note that a significant portion of the population in Pakistan lacks
adequate access to internet connectivity and technological resources. The utilization of
digital resources for learning presents challenges for certain students. The government is

48
Digital learning technologies and entrepreneurial skills

actively promoting entrepreneurship and recognizes the potential of digital tools in

facilitating the promotion of entrepreneurship. However, it remains to be seen whether the
government's goals align with the current utilization of digital tools in education. The study
we need in this context applies to identifying strategies for effectively integrating digital tools
within our cultural and resource constraints, ensuring universal accessibility, and ensuring
alignment with governmental objectives. This initiative is expected to enhance the
entrepreneurial skills of students in Pakistan. It is necessary to conduct a comprehensive
analysis to determine the main components of a digital learning educational paradigm that
effectively recognizes entrepreneurial competencies among university students operating
within an entrepreneurial ecosystem. This research investigates the role of digital learning
technologies in fostering entrepreneurship skills in higher education. By comprehensively
reviewing existing literature, this study identifies the benefits and necessity and
contextualizes the proposed research in relation to previous studies.

Literature Review
In today's world characterized by digitalization, the rapid and collaborative progress of
technology is transforming the employment landscape that graduates enter and the positions
they aspire to occupy. The developments being observed in various domains, including quick
data processing, artificial intelligence, robotics, networked communication, and cloud
computing, are widely acknowledged as significant factors driving the transformation. It is
anticipated that these changes will continue to gain momentum and further intensify in the
coming decade (McLaughlin, 2016).

Innovation in education
The concept of educational innovation refers to introducing and implementing creative
methods, strategies or practices within the field of education. The creativeness of ideas
becomes apparent by utilizing the upcoming invention through economy of knowledge
(Marcela Georgina, 2011). Rapid and most recently (come into sight) revolutions in this
globalized and driving world have made innovations, technology, and science a compulsory
part in the upbringing in the countryside in an unpredictable era in which we all survive (M.
P. Castro & M. G. G. Zermeño, 2020; Rubio et al., 2018). To enhance the teaching procedures
of learning, such global revolutions intakes provocations that need to be grasped on in entire
relevant fields (Fidalgo-Blanco et al., 2015) so that contemporary cultures will be generated
by the participants, assuring the hike of processes in the preparation institutions and motivate
their participants to explore inventive cultures. The terminology of the invention is associated
wit new discoveries, changes to behaviors, amendments in the methodology through wh The

49
Sadiq, Raza, & Baig

inventive didacticism consists of active innovations of learning, interdisciplinary learning

environments, incorporation of innovative working life, stretchable curriculum,
entrepreneurship, development and research and internationally converging methodology
(Keinänen & Kairisto-Mertanen, 2019). On the contrary, to make inventive effectiveness in
classification to advocate innovations in distinct environments, it is crucial to progress
strategies that assist its execution (Khatri et al., 2016). Due to disparity in modifications that
assemble inventive work, comprehension and transmission of those who are indulged is
compulsory, for it to remain sustained (Sergio Reyes Angona, 2017). Innovations that have
become mandatory to enhance learning of students are a fundamental part of education.

ICT applications in education

The ICT contributes a major role to the procedures of amendments in the numerous sections
of society. In the field of education, the emerging trends of technologies and process of
learning modified in accordance with the learning and teaching patterns occur (Almenara &
Palmer, 2017). These new framework essentials ensure the embodiment of tensile
environments, in which innovation and researches are substantial edges for acquiring much
explored evolutions (Vázquez-Cano et al., 2017). The current analysis ensures that
innovations related to educational leaning are merely not beneficial until the didactics that
encourage them.

Information and Communication Technology (ICT) has been increasingly utilized in

education. With the inventions of new technologies in the learning education, numerous
educational processes have made an apparent existence with distinct technological and
professorial characteristics that are fundamental to their accurate enactment. One of the most
crucial innovations is e-learning, which appertains modern technologies to facilitate
educational leaning content to various community subdivisions (Huss et al., 2015). The latest
pedagogy is being used for its reliability and probability of reliance in personal
responsibilities and everyday work. In consequence, it has embellished tool that enables
authorized education to be distributed at distinct. It consists of distinct elements that should
be under consideration during its implementation.

Entrepreneurship is a natural phenomenon within the field of business. This phenomenon is

a fundamental component of the business world. The presence of entrepreneurial skills and
the implementation of adaptive management practices evidence a flourishing business
culture. Therefore, it is advantageous for each business entity to understand the
conceptualization of entrepreneurship, the origins and classifications of entrepreneurship,
and have the ability to responsibly regulate entrepreneurial initiatives. This study employs a

50
Digital learning technologies and entrepreneurial skills

qualitative research methodology that is grounded in a comprehensive literature analysis.

The primary objectives of this research are to establish a clear definition of entrepreneurship,
identify the many sources and forms of entrepreneurship, and offer practical suggestions for
effectively managing entrepreneurial endeavors. Various definitions of entrepreneurship can
be identified depending on different sources and forms, including factors such as
entrepreneurial talents, innovations, and management. Previous studies have categorized
entrepreneurship using several conceptual frameworks, including technology-based and
process-oriented entrepreneurship. In addition to offering practical guidance, emphasis was
placed on the significance of entrepreneurial skills (Diandra & Azmy, 2020). Every business
has its unique vision and objective, and being an entrepreneur is crucial to success. The key
responsibility for converting this vision into reality lies with individuals actively involved in
business activity. However, the varying origins and educational experiences of persons
engaged in business activities raise inquiries regarding acquiring and using entrepreneurial
competencies, which have become an essential component of the entrepreneurial endeavor.

With the ongoing evolution of the economy and technology, entrepreneurship has
experienced increased diversity and competitiveness. The concept of innovation has gained
widespread recognition, but it presents a distinctive set of difficulties for individuals engaged
in entrepreneurial pursuits. It is important to acknowledge that not all entrepreneurial
endeavors produce favorable outcomes for a business entity unless guided by proficient
entrepreneurial competencies and managerial methodologies that foster adaptability and
knowledge acquisition. To uphold an excellent performance standard in entrepreneurship, it
is important to supervise entrepreneurial endeavors proficiently and explore the necessary
skill sets essential for achieving success (Diandra & Azmy, 2020).

The entrepreneurial process requires self-discipline. Entrepreneurship is a unique and

autonomous discipline in its regard (Croci, 2016). According to Barot (2015), Everyone who
starts an independent business enters a new entrepreneurship paradigm, which is crucial to
success. Entrepreneurship requires discipline and independence to -change old behaviors
(Barot, 2015). According to Chang and Wyszomirski (2015) entrepreneurship can be seen as
an art form. According to Chang and Wyszomirski (2015) , art entrepreneurship is a relatively
recent subject of investigation. The primary areas of interest in this field are examining the
entrepreneurial management process, including factors such as creativity, autonomy,
adaptability, and the ability to provide artistic, economic, and social value (Chang &
Wyszomirski, 2015).

Multiple definitions of entrepreneurship exist, with some perspectives describing it as an

efficient management of activities. In contrast, others define it as the development of a

51
Sadiq, Raza, & Baig

specific mindset and associated skills. However, the ultimate objective of the concept of
entrepreneurship is to foster job creation and facilitate economic growth (Barot,
2015)(Hessels, 2019). In addition, it is important for entrepreneurship to efficiently use
human resources comprising of both technical and skilled labour, as well as managerial
abilities (Barot, 2015; Chang & Wyszomirski, 2015). Increased uncertainty in the job market,
rapid advances in information technology, efficient workplaces, sector-specific requirements
and accreditation benchmarks, internationalization, and economic shifts all play a part in
redefining the objective of 21st-century higher education (Humburg & Velden, 2013).
Educational institutions, along with their students and employers, have a consensus regarding
the significance of foster students' employability competencies and academic knowledge and
skills. The concept of employability is multifaceted and difficult, with a crucial aspect being
the capacity to secure and sustain a job during an individual's professional development
(Aarts & Künn, 2019).

Pisoni et al. (2019) argue that educating individuals in entrepreneurship can provide
significant challenges. This entails facilitating students' understanding of theoretical concepts
while fostering practical application, thereby developing diverse skills. Developing these
skills is of utmost importance in developing a mindset focused on problem-solving and an
entrepreneurial mindset, which are becoming increasingly important in the prospective job
market. The increasing digital transformation and digitalization rate has led to greater
demands for individuals with the necessary skills and knowledge to excel in entrepreneurial
initiatives. The mentioned transition has resulted in a need for new educational methods
(Pisoni et al., 2019). The focus in the continuing discussions concentrates on identifying
effective strategies for integrating education into innovation and entrepreneurship.

Pisoni et al. present a new methodology designed to develop basic abilities in higher
education learners. Developing these abilities is often seen as essential for taking an active
role in society, personal well-being, and achievement in the modern knowledge-based
society. When examining the competencies students acquire throughout their higher
education experience, it is important to classify them into two major categories: technical
and non-technical. Other than subject-specific skills, technical skills contain the knowledge
and competence that are important to a particular field or study, such as computer science or
engineering. The mentioned skills are essential for achieving exceptional performance in a
specific field. In comparison, non-technical skills refer to a set of flexible and
multidisciplinary abilities that have significance in various aspects of an individual's personal
and occupational initiatives, from initial to high-level managerial positions. Non-technical or
soft skills cover a range of essential qualities for success in several domains. These include

52
Digital learning technologies and entrepreneurial skills

effective verbal communication, problem-solving, decision-making, emotional intelligence,

maintaining a good attitude, interpersonal skills, teamwork, self-discipline, self-
management, and the capacity to work independently (Pisoni & Renouard, 2019).

Römgens et al. (2020) proposed a comprehensive understanding of employability by

recognizing its intricate and multifaceted nature. They put up a definition of employability
that is based on competencies, encompassing six characteristics that draw from both E-
Learning and workplace learning. The dimensions of employability encompass various
aspects such as the acquisition of specialized knowledge within a particular profession, the
development of transferable generic abilities, the ability to regulate emotions effectively, the
cultivation of career development skills, the practice of self-management skills and the
enhancement of self-efficacy (Römgens et al., 2020). These variables highlight a correlation
between assessments of graduate employability and good outcomes (Chhinzer & Russo,
2018). According to the researstudent's capacity to find gainful employment is a byproduct
of their participation in both classroom and extracurricular activities and their active
participation in both (Pool & Sewell, 2007).

Countries worldwide have adopted the innovation-driven development model because, in

today's dynamic global economic system, the first to adapt and succeed are those with the
most cutting-edge technology and creative workforce. Thus, it is essential to investigate the
elements that influence college graduates' chances of finding gainful employment; given that
graduates' skills are the primary determinant of this success, it is also important to investigate
their employability (Meng et al., 2021). The concept of employability skills, alternatively
referred to as soft or generic skills, encompasses various competencies, such as teamwork.
These skills play a crucial role in enhancing the entrepreneurship and employability of
graduates (Barac et al., 2021). The skills that students need to find good jobs and be
competitive in the job market are very important for their future. These skills include things
like being able to communicate effectively, solve problems, work well in a team, think
critically, and adapt to new situations. To help students develop these skills and improve their
chances of getting hired, many colleges and universities in Pakistan have incorporated
entrepreneurial and employability skills tools into their courses. They believe that
entrepreneurial and employability skills can be a valuable resource for students to learn the
skills that employers are looking for and need for entrepreneurship.

This study aims to find out how digital learning affects the skills of business students in
Pakistani universities and will help them develop entrepreneurial and employability skills.
By looking at the experiences and opinions of university students, the study hopes to shed
light on how well digital learning helps develop and improve important skills for gaining

53
Sadiq, Raza, & Baig

entrepreneurial and employability skills in the business world. The study uses a qualitative
method research design. In-depth interviews and focus group talks are the main ways for data
collection. Different business students from different Pakistan universities were chosen to
ensure We talk about what people think, feel, and have done with digital learning and how
that has affected their entrepreneurship skills for getting a job.

Recent studies in accounting literature have brought attention to the necessity for educators
to establish additional work-integrated opportunities. These opportunities aim to enhance the
readiness of graduates in their transition into the professional workforce (Herbert et al.,
2021). Advanced automation, artificial intelligence, and machine learning influence students'
ability to do accounting tasks (Aldredge et al., 2021). Digital learning requires basic
computer abilities, accounting knowledge, and math ability. Developed countries recruit and
retain accounting specialists with professional, technical, theoretical, and practical skills
(Ariail et al., 2020). Recent graduates need more than theory to succeed in accounting.
Companies desire candidates with practical accounting skills right away. Accounting
requires basic Microsoft Excel skills; thus, fresh graduates must have these (Herbert et al.,
2021). Recent studies in accounting literature have brought attention to the necessity for
educators to establish additional work-integrated opportunities. These opportunities aim to
enhance the readiness of graduates in their transition into the professional workforce
(Twyford & Dean, 2023). To make it easier for graduates to find jobs, the curriculum should
focus on integrating practice-based pedagogies and industry involvement. During the
COVID-19 pandemic, numerous colleges and universities encourage their instructors and
students to utilize online teaching aids to continue learning. Utilizing technological tools
offered an alternative method for instructing and evaluating accounting courses. Teachers
could communicate and interact with students using the most recent technologies
(Alhawsawi et al, 2020).

The study of entrepreneurship education has attracted considerable interest in recent times
owing to its ability to foster the development of entrepreneurial mindsets and abilities.
However, conventional classroom instruction methods frequently restrict students' access to
genuine entrepreneurial experiences, impeding their capacity to realistically apply theoretical
knowledge. Digital learning technologies, including online courses, virtual simulations, and
interactive platforms, have emerged as promising methods for addressing this knowledge
gap. These institutions provide distinctive opportunities for students to actively participate
in experiential learning, utilize up-to-date resources, cooperate with fellow students and
professionals, and cultivate entrepreneurial skills. The purpose is to study the potential
benefits of utilizing digital learning tools in developing entrepreneurship abilities within the

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Digital learning technologies and entrepreneurial skills

context of higher education in Pakistan. Through the implementation of an in-depth review,

this research offers empirically supported perspectives on the efficacy of these technologies
and their influence on students' entrepreneurial mindset, acquisition of knowledge, and
practical utilization.

The current study has multi-folded objectives. The first objective is to identify and critically
analyze existing literature on the role of digital learning technologies in fostering
entrepreneurship skills in higher education. Second objective is to explore digital learning
technologies' role in students' knowledge acquisition, practical application, and self-efficacy
in entrepreneurship. The third objective of the study is to examine the benefits and limitations
of digital learning technologies in developing entrepreneurial mindsets and skills. Fourth is
to identify the key components of the digital learning model for identifying professional-
level entrepreneurial skills in university students within an entrepreneurial ecosystem. The
last objective is to provide recommendations for integrating and effectively using digital
learning technologies in entrepreneurship education.

Digital Learning can only be fruitful if both the instructors and the students make effective
use of the available technology. The preceding literature analysis demonstrates that
numerous studies have examined the subject of Digital learning and its effectiveness within
the context of higher education. Moreover, various study efforts have been conducted to
investigate employability skills and the significance of enhancing these skills in E-Learning.
These efforts ensure that recent graduates are adequately prepared for the job market.
However, there needs to be more scholarly research investigating the effects of Digital
learning on the development of entrepreneurial and employable skills. Notably, there is a
lack of research examining the role of Digital Learning in developing entrepreneurial and
employability skills among students in Pakistan.

Research Design and Methods

Research Design
A qualitative research design was employed in this study to gain an in-depth understanding
of the role of Digital Learning on the entrepreneurship skills of university students in
Pakistan. Qualitative method research allows for exploring the experiences, perceptions, and
perspectives of the participants in a detailed manner. The participants were presented with a
series of inquiries, including but not limited to: "To what extent are you familiar with digital
learning technologies within the realm of higher education?" "In your perspective, what is
the significance of digital learning technologies in cultivating entrepreneurship skills within
higher education in Pakistan?" and "How do digital technologies facilitate collaboration and
networking among students, faculty, and external partners in entrepreneurship education?"

55
Sadiq, Raza, & Baig

Have you encountered any problems or restrictions in utilizing digital learning for skill
development? If so, would you kindly provide further elaboration on the aforementioned
points? What are the anticipated future trends in the utilization of digital learning technology
for entrepreneurship education?

Sample Selection
Students enrolled in higher education programs at universities in Pakistan were chosen for
the interviews through a purposive sample method. The sample includes students from
different universities to ensure a comprehensive representation.
Data Collection
Semi-structured interviews were conducted with selected participants to gather rich and
detailed information about their experiences with Digital Learning and its impact on their
employability skills. The interviews were conducted with consent from the participants and
transcribed for analysis. Focus group discussions are conducted with small participants to
encourage interactive discussions and explore common themes and perspectives. These
discussions provide insights into shared experiences and facilitate the exploration of different
viewpoints. The interview was conducted in three phases. In the first phase of the interview,
the respondents were asked to describe their beliefs and thoughts about enhancing
universstudents' entrepreneurial skills through digital learning. In the second interview phase,
the respondents were asked to share their experience with abinstructors' use of IT tools for
teaching entrepreneurship courses. In the third interview phase, the respondents were asked
to share their experience using IT for learning business courses.
The study's primary objective was to gain insights into human behavior within a social
context by utilizing field research methods to gather and analyze data. The research was
conducted in higher education institutions with a significant digital transformation. These
institutions have transitioned from traditional learning methods, which relied on hardcopy
learning materials, to a fully Information Technology (IT) based environment. In this new
environment, learning is facilitated through technology-enhanced techniques and
approaches, including using tablets and other IT gadgets such as laptop computers. The
participants exhibited proficient information technology (IT) and entrepreneurial aptitude.
Empirical data were collected from a sample of ten (10) participants who were enrolled in
higher education institutions in Lahore, Pakistan, during the last semester of 2023. The
study's sample comprised six male and four female scholars of diverse ethnic backgrounds
and varying levels of computer and entrepreneurship abilities. The participants' ages ranged
from 24 to 30 years. The present study employed convenience and stratified sampling
methodologies to ascertain the sample groups from the larger population. Convenience
sampling was utilized in this study to a certain extent, as the subjects were selected based on

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Digital learning technologies and entrepreneurial skills

their availability and the researcher's affiliation with the higher education institution where
the inquiry occurred.

The study gathered data on how participants felt about using a digital learning app in the
classroom and how they felt about the potential of the software to help them develop their
entrepreneurial abilities. Questions like "What are your thoughts on the use of digital
learning?" were asked of the respondents in the poll.

Data Analysis
Thematic analysis was employed using NVivo software to analyze the qualitative interview
data. The transcripts were coded, and themes were identified and categorized based on
recurring patterns and emerging concepts related to the impact of Digital Learning on
entrepreneurship skills.

In this study, we used member checks, reflexivity, and rigor in our interpretations of the data
to ensure the reliability, dependability, transferability, and confirmability of the qualitative
data we collected. A single researcher analyzed the data. Transcripts and interpretations of
interviews were sent to participants for review to ensure they accurately reflected their
comments before finalization, which significantly increased confidence in the results.
Disagreements were settled by adapting to the participants' perspectives wherever possible.

Results and Discussions

The responses were analyzed using a thematic approach. According to Braun and Clarke
(2006), the first step to acquiring familiarity with the data is employing a procedure known
as immersion, which is frequent active reading. This phase of the process takes place at the
beginning of the process. The data that were gathered and recorded verbally during the
interview were subsequently transcribed using interpretative data analysis, which used
various norms of speech-to-text translation. After this, codes were generated using a method
driven by the data, with the emphasis on the data. A methodical strategy was utilized in the
processing of the data collection. As the researcher moved forward, themes became more
apparent, which are data groupings that have been categorized and compiled. The themes
were then developed by rigorous reviewing, each theme was defined and labeled, and the
basic coding scheme was produced as a result of this process (Braun, 2006). The process of
continual review led to the discovery of Six overarching themes, which were as follows:
Understanding Digital Learning Technologies, Perceived Impact of Digital Learning
Technologies, Student Engagement and Learning Outcomes, Collaboration and Networking,
Assessment and Evaluation, Future Trends and Recommendations.

57
Sadiq, Raza, & Baig

Word Cloud for Digital Learning and Entrepreneurship Skills

A word cloud is a form of data visualization generated based on the frequency count of words
inside a given text. In this context, words' dimensions and visual attributes serve as indicators
of their significance within a given text, text documents, or information. The positioning of
words holds significance, particularly when prominent words are placed centrally. NVivo
offers various ways to create word clouds.
Analytical clustering is being implemented by the researcher on item edges in accordance
with digital learning. Thematic analysis of version 12.3 by QSR through the channel NVivo
has been executed. The ambiguities related to word frequency as per one thousand words of
every single subject theme have been stationed with the association of hierarchy clusters of
resemblance words, with codes and distinct cases (Pearson's coefficient relationship items
analysis), cluster analysis. The content of themes is accomplishing the qualitative
phenomenon technique the analyst-implemented alignment, sub code setting, and main
coding, and their vision comprised how digital learning fosters students' entrepreneurship
abilities.

Figure 1
Word Cloud for Digital Learning and Entrepreneurship Skills
All literature is being interpreted in text form with the help of MS Word. Firstly, the analyst
adopted the strategy of picturing the highly demanded words' occurrence for digital learning.
The broadness of subjects according to their words per dimensions is observed by word
clouds. The prescribed word cloud is tagged to illustrate the basics of numerous themes
encircled by digital learning (Fig. 1). The entire discussion revolves around digital learning

58
Digital learning technologies and entrepreneurial skills

entrepreneurship. Figure 1 comprises of word count procured from a one thousand word
catalog manufactured in content. This word cloud is utilized to highlight the most frequently
occurring words by the appellants. The words occurring in the majority of digital learning
include technologies, business support outcomes, education quality trends, specific
developing individuals, development future trend, assessment discussion, global
competitions, and community

Hierarchical Cluster Analysis of Themes

In the next stage, word tree representation is generated to depict the ornament of similarities
in the domain of codes and associated sub-codes through cluster analysis in NVivo. A
treemap is generated based on the results of a word frequency analysis. The magnitude of the
area associated with a specific term is equivalent to the frequency of occurrence of such a
word. The frequency of word mentions inside a text indicates the significance of that
concept. The positioning of terms on the left side indicates their frequency of usage, with
the most regularly used. The words placed on the right side are less frequently utilized. The
main subject theme is the words' resemblances under different grouped numerous codes
(edges), appellants reviews were investigated that were closer, cluster-wise. Figure 2, the
second graphical representation, surely exhibits the context resemblances with related words
and merges them as a cluster.

Figure 2 Treemap Diagram

Hierarchical Cluster Analysis of themes digital learning and entrepreneurship skills

59
Sadiq, Raza, & Baig

Digital learning tools, technologies, skills, resources, courses, specifications, experiences,

and networking are precisely described through words, length, count, and weighted
percentage. Words occurrence of learning is 8, 776, and 5.59% by length, count, and by
weighted percentage. Whereas digital and entrepreneurship secured 7 638, 4.60% and 16
506, 3.65% respectively. In the next step, skills, technologies, and education are analyzed,
which assures (6, 267, 1.92 ), (12, 253, 1.82), and (9, 247, 1.78), respectively. Finally, words
occurrence for students, resources, and tools is being investigated properly, which constitutes
(8, 162, 1.17), (9, 155, 1.12), and (5, 149, 1.07), respectively.

Understanding Digital Learning Technologies

Digital learning technologies encompass the utilization of technological tools to facilitate
and augment the process of acquiring knowledge and skills. These technologies comprise a
diverse array of tools, platforms, and tactics specifically developed to facilitate education and
training across many contexts, including conventional classroom settings and virtual or
remote learning environments.
Participant 1 expressed that digital learning is beneficial in fostering entrepreneurship skills
in higher education through using resources of audio-video text. Participant 3 expressed that
digital learning tools used skillshare for entrepreneurship skills. This feeling was similarly
shared by Participant 5, who emphasized that digital learning is enjoyable and provides
valuable information.

Understanding digital learning technologies emphasizes the potential of self-monitoring and

evaluation within the context of scholar-centered learning, as explored in scholarly literature.
Figure 3 reflects the correlation between entrepreneurial abilities and understanding digital
learning technologies contributing to academic performance. Digital learning, content
format, resources, Learner support, learning management systems (LMS), engagement and
motivation, sustainability, LinkedIn learning, skillshare, and Coursera are significant sub-
themes of coding cultural projection understanding digital learning technologies.

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Digital learning technologies and entrepreneurial skills

Figure 3 Treemap Diagram

Hierarchical cluster analysis of sub-themes understanding digital learning technologies
Perceived Impact of Digital Learning Technologies
The perceived effects of digital learning technologies, commonly referred to as educational
technology or EdTech, exhibit variability based on the viewpoints of diverse stakeholders,
encompassing students, educators, and educational establishments. Figure 4 shows prevalent
perspectives regarding the influence of digital learning technology in accordance with the
different rerespondents The major code of perceived impact of digital learning technologies
is currently being investigated within the context of several significant sub-themes, namely,
online courses and programs, simulations and gamification, online collaboration, access to
expertise, entrepreneurship competitions, pitching and presentation skills, entrepreneurship
ecosystem mapping, self-paced learning, dynamic and immersive experiences, online
courses and tutorials, entrepreneurial blogs and podcasts, online business communities,

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Sadiq, Raza, & Baig

market research tools, e-commerce and online selling, data analytics, and business
intelligence tools.

Figure 4 Treemap Diagram

Hierarchical cluster analysis of sub-themes perceived impact of digital learning
technologies
Student Engagement and Learning Outcomes
Student involvement and learning outcomes are integral aspects of the educational process,
and they exhibit a strong interrelationship. The relationship between student involvement and
learning outcomes is interconnected within the educational process. Students' effective
engagement can enhance learning outcomes, thereby equipping them with the necessary
skills and knowledge to tackle future academic and real-world issues more effectively.

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Digital learning technologies and entrepreneurial skills

Instructors must prioritize the development of teaching methodologies and curricula that
effectively cultivate student participation and facilitate the active evaluation of learning
results, guaranteeing the achievement of desired educational objectives. Based on
respondents' responses, the following themes are identified in Figure 5 below. Moodle and
learning management systems (LMS), coursera and edx, hubspot academy, google for
startups, entrepreneurship-related blogs and podcasts, social media and professional
networks
online forums and discussion boards, collaborative tools, access to resources, flexibility,
interaction and networking, hands-on experience, self-motivation, cost, up-to-date
information, defining clear learning objectives, and choosing appropriate digital learning
tools are some of the most prevalent sub-themes under which the primary code student
engagement and learning outcomes is being studied.

Figure 5 Treemap Diagram

Hierarchical cluster analysis of sub-themes of student engagement and learning outcomes
Collaboration and Networking
The success of faculty and instructor training in utilizing digital learning technologies within
entrepreneurship education can exhibit significant variation contingent upon the institution,

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program specificity, and the personnel engaged. Digital technologies are of utmost
importance in facilitating collaboration and networking among students, staff members, and
external partners within entrepreneurship education. These technologies provide a highly
interactive and networked educational setting, promoting the cultivation of innovative
thinking and the acquisition of entrepreneurial competencies. Digital technologies play a
crucial role in fostering collaboration and networking within entrepreneurship education,
shown in the following diagram based on respondents' points of view. The most significant
sub-themes that are being discussed to the major code collaboration and networking is varied
levels of training, institutional support, pedagogical knowledge student-centered approach,
blended learning, online learning platforms, social media, collaborative project management
tools, e-learning modules and simulations.

Figure 6 Treemap Diagram

Hierarchical cluster analysis of sub-themes collaboration and networking
Assessment and Evaluation
Digital learning has emerged as a crucial component in cultivating entrepreneurial skills,
with many advantages such as adaptability, availability, and a diverse array of educational
materials. Nevertheless, this phenomenon does present a distinct array of obstacles and

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constraints. To address these issues, a hybrid strategy that integrates digital learning with
face-to-face interactions and mentorship can be highly productive. Furthermore, choosing
online courses that are of superior quality and have a strong reputation, as well as actively
pursuing chances for networking and experiential learning, can serve as effective strategies
for mitigating these constraints. The efficacy of digital learning in fostering the development
of entrepreneurial skills is contingent upon the unique requirements and circumstances of the
learner. Figure 7 shows the theme in accordance with respondents' responses. Limited hands-
on experience, isolation, tech accessibility, quality control, limited networking opportunities,
peer-to-peer learning, micro learning modules, interactive webinars and workshops, mobile
learning apps, self-assessment, and goal-setting tools are important major code assessment
and evaluation sub-themes.

Figure 7a Treemap Diagram

Hierarchical cluster analysis of sub-themes assessment and evaluation
Future Trends and Recommendations
The utilization of digital learning tools in the context of entrepreneurship education is
expected to undergo further development and adjustment in response to the evolving
requirements and preferences of learners. These observed patterns demonstrate the

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continuous development of digital learning in the context of entrepreneurship education, in

accordance with the dynamic character of entrepreneurship and the requirements of a swiftly
progressing global economy. In the forthcoming era, aspiring entrepreneurs will heavily
depend on digital education to obtain the requisite skills and information for achieving
success within an intensifying and technologically-driven commercial environment. Figure
7 depicts the most significant sub-themes that are being discussed in relation to the major
code future trends and recommendations are AI-enhanced personalization, innovation, global
collaborative projects, emphasis on soft skills, peer and expert networking, government and
industry partnerships, reskilling and up skilling for entrepreneurship, access to high-quality
online resources, consideration, online communities, and support networks, entrepreneurship
challenges and competitions mobile accessibility, continuous learning, global perspective,
cost-effective education, rapid skill acquisition, entrepreneurship ecosystem development.

Figure 7b Treemap Diagram

Hierarchical cluster analysis of sub-themes, future trends, and recommendations
Hierarchical clustering analysis
Hierarchical clustering is a widely used technique in data analysis and machine learning. It
involves grouping similar data points into clusters based on their Hierarchical clustering
methods to identify both macro-level and micro-level sub-clusters inside the larger clusters

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Digital learning technologies and entrepreneurial skills

or groupings. An often encountered form is shown as a dendrogram, characterized by a

hierarchical structure consisting of branches, sub-branches, and leaves.

Vertical Dendrogram
Vertical dendrogram exhibits a hierarchical arrangement with a top-down orientation, hence
necessitating a top-down reading approach. The words that share a common branch exhibit
a proxemic link since they tend to co-occur within a given text or textual corpus. Figure 8
shows that the digital learning and entrepreneurship skills query runs with display words
1000 and minimum length ten is precisely described through words, its length, count, and by
weighted percentage. Words occurrence of entrepreneurship is 16, 506, and 3.65% by length,
count, and weighted percentage. Whereas technologies and development secured 12, 291,
2.10% and 11, 196, 1.33% respectively.

Figure 8
Hierarchical cluster analysis of themes digital learning and entrepreneurship skills
Comparison Diagram:

The role of digital learning and Future trends and recommendations

A word tree was constructed in NVivo to do a comparison diagram analysis and visually
represent the patterns of similarities within the codes and sub-codes of respondents. The
reviews provided by respondents were examined based on the similarity of the codes (nodes)
belonging to parent themes, resulting in the formation of clusters. The machine program
accurately organizes the concurrent codes based on their contextual groupings. Figure 9
illustrates the contextual similarities between related components and their clustering.

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Sadiq, Raza, & Baig

Figure9
Word Tree
The concept of a "word tree" refers to a visual representation that displays the hierarchical
structure of words. It is commonly used in

A word tree is generated as a component of a textual search query. The word tree in NVivo
allows users to interact with it by clicking on any branches located to the left or right of the
focal word. This action lets the user view the complete sentence or phrase associated with
the selected branch. This visualization offers academics a means to obtain a general
understanding of word usage across different forms. The visualization of the word
entrepreneurship is given below in Figure 10

Figure 10
Enhancement of Entrepreneurial Skills
Participants expressed a range of perspectives regarding the academic, social, and other
benefits of digital learning in enhancing their entrepreneurial skills.

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Digital learning technologies and entrepreneurial skills

Many participants viewed the opportunity to demonstrate their skills worldwide as a means
to enhance their prospects of engaging in entrepreneurial endeavors. The findings of the
qualitative investigation indicate a wide range of notable entrepreneurial advantages
associated with adopting digital learning. The study participants reached a mutual
conclusion, indicating that e-portfolios are successful tools in academia. These digital
learning tools were found to be resourceful in developing entrepreneurial abilities and
enhancing education through practical experiences.

Implications
Theoretical Implications
The utilization of a technologically advanced digital learning platform at higher education
institutions in Lahore, Pakistan, has greatly enhanced students' learning experience and
entrepreneurial skills. This entrepreneurial may teach policymakers and students in Pakistani
business and entrepreneurship programs a lot. The authors propose broadening their scope to
encompass the impact of students' digital competence, e-learning attitudes, and preparation
on their academic achievement. In order to examine the feminist viewpoint of developing
nations like Pakistan in publications authored by academics at entrepreneurship institutions,
the study first gathers data from Pakistan.

This conclusion is drawn from examining existing literature and research conducted in the
field. The utilization of digital learning has yielded significant contributions in enhanced
scholarly communication, idea dissemination, collaborative efforts, adaptability, critical self-
reflection, identification of strengths, and monitoring of progress.

Practical Implications
This study has made a valuable contribution to the existing literature by examining how
students enrolled in higher education institutions in Lahore, Pakistan, can actively participate
in the implementation and utilization of digital learning. This study has a lot to convey to
decision-makers, administrators, and policymakers. This research offers guidance on how to
create a unified digital learning mentality and technology readiness plan, which has practical
consequences for the management of business and entrepreneurial schools. The study's
conclusions emphasize how crucial it is to provide students the chance to familiarize
themselves with and make use of a variety of digital learning resources in order to improve
their academic performance. Additionally, it explores the integration of digital learning into
learning and assessment processes, emphasizing the importance of effective interpersonal

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Sadiq, Raza, & Baig

communication and collaboration. The ultimate goal is to enhance the overall

entrepreneurship learning experience for students.

Limitations and Future Directions

In despite this, the study included important limitations and recommendations for the future.
Digital competence, digital readiness, and digital learning attitude all have an influence on
students' academic success. An additional constraint was that the information was acquired
via open-ended, qualitative interviews. These issues may be resolved by carrying out
quantitative research, talking with students to get their perspective on how ideas are used in
the classroom, and figuring out whether effective methods have been put in place to save
these recommendations for later usage and flexibility. Given the constraints of this study,
additional longitudinal research should be conducted to monitor whether the implementation
of digital learning leads to tangible shifts in behavior, such as increased entrepreneurial
activity and enhanced performance. This study examined the influence of digital learning
tools on the development of entrepreneurial skills among university students in Pakistan.
This study uses qualitative methodologies to investigate the experiences, attitudes, and
efficacy of various devices among students. The practical consequences of this study are
guiding curriculum design, influencing educational policy, and improving the integration of
digital technologies. These measures aim to equip students in Pakistan effectively with the
necessary skills and knowledge for entrepreneurial pursuits.

Conclusion
The integration of digital learning is progressively becoming a prominent component of the
higher education experience for students. This tendency is anticipated to extend its reach
beyond the initial group of early adopters and involve a significant number, if not all,
higher education institutions. In order for digital learning to be deemed productive and
valuable as an educational instrument, it is imperative that students actively engage with
their digital learning.
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