Search results

The purpose of this paper is to investigate to what extent secondary school students’ interest in intellectual development influences key abilities necessary to cope with the future of work. In the ever-changing world of work, deeply influenced by new technologies and cultural diversity in the workforce, young people must develop three essential traits to increase their capacity to quickly adapt to the situation in the labour market: openness to lifelong learning, critical thinking skills related to online information (of which online fact-checking is a key component) and openness to a multicultural society. In this paper, it is argued that these traits are directly related to young people’s interest in intellectual development but that additional interdependencies between these three traits complicate this equation.

The authors conducted a survey of secondary school students in the 12th grade (N = 1221). A hypothesized conceptual model was tested with AMOS software for structural equation modelling.

The findings show that students who are more interested in intellectual development are more open to lifelong learning. The relationship between intellectualism and lifelong learning is also mediated by online fact-checking. Moreover, the higher the interest in lifelong learning, the higher the openness to multiculturality. There is, however, no direct relationship between interest in intellectual development and multiculturality.

The results of this study will help making recommendations to three key stakeholders: young people, teachers and policymakers. They could have a practical impact on the labour market in the future.

This paper examines a topic that has not been systematically studied, namely, the possible influence of intellectualism on the future of work. The findings highlight the possible negative effects of a lack of interest in intellectual development on lifelong learning, living and working in a multicultural environment and processing online information.

The purpose of this paper is to investigate the level of entrepreneurial features and the intention towards entrepreneurship (ITE) of generation Z students. The paper also explores if entrepreneurial education (EE) plays a role in the development of individual entrepreneurship orientation (IEO) and in increasing the ITE of the generation Z students.

The research consists of a survey of students in the fields of marketing and communication (n = 590) conducted in January 2018. The authors used SPSS software to test the reliability of scales that measure IEO, ITE, the need for achievement, structural behaviour, self-efficacy and the attitude towards job flexibility, and to run Pearson correlation, multiple linear regression and t test to test the hypotheses.

The findings show that generation Z students have similar ITE and EE to colleagues from other generations. EE has a significant impact on increasing both IEO and ITE. Nevertheless, generation Z students have a higher need for achievement, a lower self-efficacy and are more open to a flexible labour market.

This paper explores a topic which has received little attention: the interest and capacity of generation Z students to develop their own business. The paper also analyses whether the EE offered by universities can play a role in this regard.

This study aims to investigate the intricate relations between self-regulated learning, life-long learning and academic self-efficacy, while also evaluating the mediating influence of future time orientation.

Utilizing a cross-sectional research design, data were amassed from 2,943 Romanian secondary school students in 11th and 12th grades via structured questionnaires: the self-regulated learning questionnaire, the academic self-efficacy scale, the future orientation scale derived from the Zimbardo time perspective inventory (ZTPI) and the lifelong learning scale.

The findings corroborate that self-regulated learning and academic self-efficacy when mediated by future time orientation, bolster life-long learning.

These results indicate that enhancing comprehension of future time orientation within the educational framework could potentially boost life-long learning.

This work is an original contribution, synthesizing existing literature, empirical findings and theoretical frameworks to advance our understanding of the multifaceted relationships shaping individuals' learning journey throughout their lives. Our focus on the mediating influence of future orientation adds a novel dimension to understanding the mechanisms through which individuals actively engage in learning throughout their lives.