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The aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education institution after exposure to entrepreneurial education.

This study adopts the TPB model and tests the difference in intention between two different samples after they have been exposed to entrepreneurial education. Therefore, the data were analyzed using linear regression and students T-test. Data were collected from students studying at technical and nontechnical higher education institutions in Nigeria at the end of the semester to verify that they have been exposed to entrepreneurial education.

The findings reveal a weak significant relationship between entrepreneurial education and entrepreneurial intention among nontechnical students, and no significant relationship was found among technical students after entrepreneurial education exposure. Further findings reveal no significant relationship between entrepreneurial education and entrepreneurial intention when the samples are combined.

In response to the volatile economy and uncertain employment opportunities for graduates in Nigeria, the ministry of education and the management of higher education institutions (universities and polytechnics) have to integrate into the entrepreneurial education curriculum change of mindset, needed entrepreneurial skills, capabilities and entrepreneurial competence that is able to nurture the intention of students toward entrepreneurship opportunities identification and exploration in their immediate and extended markets.

This study provides a comprehensive empirical evidence of effectiveness of entrepreneurial education and intention between students with technical and nontechnical education background after entrepreneurial education exposure. This study is among the first that will put the survey timing into consideration. Therefore, fills important gap in the entrepreneurship literature.

This study aims to investigate the impact of augmented reality (AR) training modules on knowledge retention in corporate settings, focusing on the context of the United Arab Emirates (UAE). Drawing on the Technology Acceptance Model (TAM) and existing literature, the study examines the relationships between AR training modules, employees’ engagement, interactive learning environments and knowledge retention.

This study uses a quantitative technique by using a structured survey to collect data from participants in service sectors in the UAE. The survey gathers information on their attitudes, views and behaviors toward using AR in business training. This study used a stratified random selection to guarantee representation across several service sectors in the UAE, including hospitality, tourism, retail and finance. A SEM analysis tool was used to test the relationship that exists between the construct under investigation, that is, employees’ engagements (EE), AR training modules (ARTM), interactive learning environment (ILE), Fintech training content (FTC), the moderating role of technological aptitude (TA) on knowledge retention (KR).

Findings reveal a significant positive correlation between AR training modules and knowledge retention, emphasizing the potential of immersive technologies in enhancing learning outcomes. Moreover, the study underscores the importance of engaged employees, customized training materials and technological proficiency in shaping knowledge retention. Limitations and avenues for further research are also discussed.

Overall, this study contributes to understanding the factors influencing knowledge retention in corporate training contexts and provides practical insights for organizations seeking to optimize their training programs.