Search Results for
"deep learning"

The university is a space for academic learning, as well as a key environment for developing professional, social and emotional competencies. The aim of this study is to determine the relationship between emotional intelligence and social skills as predictor variables of generic professional competencies of university students, influencing their well-being and academic performance. A non-experimental ex post facto, quantitative, descriptive and causal cross-sectional design was used. The sample, selected by stratified sampling, reached 423 students (78.90% female, 21.10% male). Social skills were measured with the Social Skills Scale by Gismero (2002), emotional intelligence with the TMMS-24 by Fernández-Berrocal et al. (2004), and competencies with the CECGEU by Solanes-Puchol et al. (2008). SPSS and AMOS 26.0 programs were used for data analysis, performing a descriptive analysis to analyze the relationship between variables and a structural equation model was developed to deepen the causal relationships of the variables. Significantly positive correlations were identified between social skills and generic professional competencies. Conversely, negative correlations were observed between emotional intelligence and both variables. The results indicated a negative effect of emotional intelligence on competencies, while social skills had a positive influence. A significant negative relationship was also observed between emotional intelligence and social skills. The study confirms the importance of social skills as a predictor of competence development. However, emotional intelligence showed a negative relationship with competencies, which contradicts previous studies. This suggests that greater emotional intelligence does not always translate into greater professional competencies, opening new lines of research on this interaction. © 2025, Universidad Nacional de Educacion a Distancia (UNED). All rights reserved.

The rapidly evolving field of digital entrepreneurial education has been significantly shaped by advancements in technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI). While these technologies have opened new possibilities for entrepreneurial learning, much of the existing research is fragmented, focusing on isolated tools or specific interventions. This piecemeal approach complicates efforts to identify overarching trends, theoretical frameworks, and practical applications relevant to educators, policymakers, and researchers. To address these challenges, this study employs a Bibliometric-Systematic Literature Review (B-SLR) methodology, combining quantitative bibliometric analysis with qualitative synthesis to offer a comprehensive and balanced perspective on the field. We reviewed 261 articles published between 2005 and 2024, capturing diverse geographical regions, subject areas, and publication outlets. This approach enabled us to identify prevalent research themes, uncover emerging methodologies, and highlight areas that warrant deeper investigation. Our analysis revealed four main clusters: (1) Technology-Enhanced Entrepreneurship Education, examining how AR, VR, AI, and digital platforms foster engagement and skill-building; (2) Experiential and Project-Based learning Approaches, highlighting gamification, simulations, and collaborative projects that stimulate practical competencies and adaptability; (3) Entrepreneurial Competencies, Mindset, and Social Dimensions, exploring cultural, generational, and gender-related factors that shape learner readiness and intentions; and (4) Future-Oriented and Transformative Approaches, emphasizing sustainability, global collaborations, and ethical considerations that guide the long-term evolution of entrepreneurial learning. The findings indicate that technological tools alone do not guarantee enhanced entrepreneurial outcomes. Instead, successful digital entrepreneurial education relies on cultural relevance, supportive policies, comprehensive educator training, and inclusive pedagogical designs. The study proposes an integrative framework that synthesizes technological, experiential, socio-cultural, and forward-looking strategies, offering actionable insights for improving educational practices and advancing theoretical understanding in the field. This research highlights critical areas for future exploration, including the development of learner-centred curricula, investments in digital infrastructure, and the promotion of international collaborations. By addressing these gaps, stakeholders can establish adaptable, inclusive, and ethically grounded ecosystems that equip learners with the skills and mindset needed to navigate the complexities of entrepreneurship in an increasingly dynamic global environment. © The Authors.