Entrepreneurship Education, Curriculum Transformation, and Artificial Intelligence: A Bibliometric Analysis from the Global South
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| Title: | Entrepreneurship Education, Curriculum Transformation, and Artificial Intelligence: A Bibliometric Analysis from the Global South |
|---|---|
| Language: | English |
| Authors: | Nomfundo Gladys Khoza (ORCID |
| Source: | International Journal of Contemporary Educational Research. 2026 13(1):31-51. |
| Availability: | International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | Entrepreneurship, Business Education, Educational Change, Curriculum Development, Artificial Intelligence, Technology Uses in Education, Bibliometrics, Developing Nations, Foreign Countries, Educational Innovation, Curriculum Design, Educational Policy, Equal Education, Authors, Productivity, Citations (References) |
| Geographic Terms: | South Africa, Nigeria, Ghana, Ethiopia, Kenya |
| ISSN: | 2148-3868 |
| Abstract: | This study examines the intersection of Artificial Intelligence (AI), entrepreneurship education, and curriculum transformation in the Global South. Using a systematic bibliometric analysis of 253 publications from 2019--2024 indexed in Scopus, Web of Science, and JSTOR, the study maps publication trends, intellectual structures, and collaborative networks shaping this emerging field. The analysis identifies four key themes: AI-enabled pedagogical innovation, digitalisation and curriculum redesign, entrepreneurship education in developing contexts, and global research collaboration. Guided by Activity Theory, the study conceptualises AI as a mediating artefact shaping interactions between pedagogy, technology, and institutional contexts. The findings highlight the transformative potential of AI in advancing entrepreneurship education while revealing persistent challenges related to infrastructure, policy, and digital inequality. The study contributes theoretical and policy insights for fostering inclusive, contextually responsive, and innovation-driven curriculum transformation in Global South higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505615 |
| Database: | ERIC |
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