کارآفرینی

The aim of the present study was identification Factors affecting entrepreneurship education in Farhangian university. Based on the purpose this study follows applied research; on the nature of the research, it is an explanation that has been done by qualitative method. The participants study included all experts and activists in the field of entrepreneurship at Farhangian University in the academic year of 2019-2020, that by using purposive sampling method, 19 people were selected as participants. To collect the data, a semi-structured interview used.The validity of the measurement tool has confirmed through Coders agreement. Maxqda12 was used for data analysis.The results of the research showed that the effective factors on entrepreneurship education in university system could be classified form of 4 Factors (Background, causal factors, strategies and intervention factors) and 11 components (Socio-cultural factors, economic factors, institutional factors, strategic, managerial, support, recruitment and employment.

The present study aims to conceptualize the entrepreneurial ecosystem in Iranian higher education in order to provide a comprehensive and systematic framework in the form of factors affecting higher education entrepreneurship.

This applied research was conducted with a qualitative meta-synthesis method. The population of the study are all internal and external sources related to the topic of entrepreneurial ecosystem in higher education, which are in the period 2015-2024. In this regard, 230 articles were evaluated and finally 40 articles were selected purposefully and analyzed. The validity of the study was confirmed through the Cohen Kappa test.

In this study, the factors affecting the entrepreneurial ecosystem in higher education were obtained through open, axial and selective coding in the form of 109 key concepts, 23 secondary categories and 8 primary categories. The results showed that higher education policy-making, cultural and social factors, human capital, higher education market, support and advocacy, higher education financing, strategic entrepreneurial programs, and communication and interaction factors are among the primary and main categories affecting entrepreneurship in higher education. Finally, an integrated model of the entrepreneurial ecosystem in higher education was developed.

This research provides a deep understanding and a holistic view of the factors affecting entrepreneurship in higher education in the form of a model that can provide new and valuable insights for the development of the higher education entrepreneurial ecosystem that can even be used as a prerequisite for cluster strategies in innovation systems and knowledge-based economies in national competitiveness policies in the field of higher education.

Social entrepreneurship is vital for creating social changes. It is necessary to pay attention to this concept in the country, especially in higher education system. Because the transition from a national economy to a global economy has also affected universities, and this growing trend have promoted the position of entrepreneurship in universities more than before. The fundamental issue regarding to university entrepreneurship is in what context and environment university members can undertake entrepreneurial activities. Therefore, having a comprehensive model to strengthen social entrepreneurship in higher education system that encompasses all its dimensions and provides appropriate solutions for implementation can be a solution.

The present study is applied and developmental in terms of purpose and qualitative in terms of the nature of the data. The Interpretive Structural Modeling method was used to conduct this research. In order to finalize the factors that shape social entrepreneurship in the higher education system and to rank and examine the conceptual relationship between the factors, semi-structured interviews with experts were used. The statistical population of this research was composed of faculty members of Arak, Qom, and Tehran universities, and sampling from the statistical population was done theoretically, and upon the criterion of achieving the theoretical adequacy of the data, a total of 13 faculty members were interviewed.

The factors that form social entrepreneurship were identified in 9 dimensions and were classified in 5 levels and their relationship was determined. Also, the type of variables was clustered using MICMAC analysis. Accordingly, the Decline in Economic Growth and Social Problems were placed in the driving cluster, Social Relations, Social Value Creation, Innovation for the Public, Entrepreneurial University, Stimulating Growth through Entrepreneurship, and Changes in the University Structure were placed in the linked cluster, and the Economic and Social Growth factor was placed in the dependent cluster.

Realization of social entrepreneurship can help speed up the progress process, it is suggested that the culture of social entrepreneurship be institutionalized in the higher education system, the social responsibility of academics be emphasized, the context for social entrepreneurship be provided in universities with appropriate governance, legal support, facilitating laws and regulations, tax policies and facilities be tailored to support academic entrepreneurs, the relationship between the university and industry and society be strengthened, and foresight be taken into account in formulating higher education policies with an entrepreneurial perspective and the development of the university entrepreneurial ecosystem.

In the changing world and the era of innovation and continuous changes, success is for societies and organizations that establish a meaningful relationship between scarce resources and their human resource management and entrepreneurship capabilities. The purpose of this research is to investigate the effect of entrepreneurship skills training on the entrepreneurial attitude and self-efficacy belief of students of conservatories in Karun city. This study is an applied research in terms of its purpose and descriptive-correlation in terms of data collection method. For this purpose, to conduct this research, 325 students of conservatories in Karun city were randomly selected and examined. The data collection tools were standard questionnaires with validity and reliability. Data analysis and hypothesis testing were done with structural equation modeling method and with Lisrel software. The research results indicate the positive and significant effect of skill training on the entrepreneurial attitude and self-efficacy belief of students; And the positive effect of entrepreneurial attitude on students' self-efficacy belief. Also, the mediating role of entrepreneurial attitude in the effect of skill training on students' self-efficacy belief was confirmed significantly. The results of this research can be taken into consideration by the officials and managers of education, technical and professional organization and conservatories of Karun city in the direction of decision-making and appropriate actions to create and launch entrepreneurial businesses of students in the future.

Higher education system is very important in any society. Today, university, entrepreneurship, industry and business are no longer separate from each other. Therefore, considering the importance of entrepreneurship in the economic and social development of societies and as an important social capital, the active and effective interaction of universities and entrepreneurship can make a significant contribution to national development. Currently, transformative technologies play a new and important role in the entrepreneurial university and university entrepreneurship. The aim of this research is to answer the question of how transformative technologies affect university entrepreneurship.

Thirteen domestic articles and books and three foreign articles related to the role of transformative technologies on the entrepreneurship of the country's higher education system were identified and studied, reviewed and analyzed using the qualitative method of content analysis.

According to the findings of this research, transformative technologies and their effective use in classrooms and the university environment become the basis for the development of entrepreneurship and an entrepreneurial university in the real sense, and also the researchers of the challenges and requirements of the use of transformative technologies, the factors affecting the relationship between transformative technologies and entrepreneurship in the higher education system. The country and also studied and investigated the positive and negative effects and how transformative technologies affect entrepreneurship.

Today, the need to deal with transformative technologies and its proper management, in order to create new and effective tools and methods to improve the quality of the country's universities, as well as to provide new and innovative solutions in different dimensions, especially in the entrepreneurship dimension, is felt more and more. Entrepreneurship and transformative technologies are both the source of innovation and the creation of a desire to innovate in society, and their effective communication can promise better days in the university, society and business.

Continuous advances in digital technology and digitization of business models have changed the entrepreneurial landscape and redefined the goals and requirements of entrepreneurship education to match the new digital reality in entrepreneurship. In order to gain a detailed understanding of the hybrid concept of digital entrepreneurship and its role in the evolution of the innovation system, the purpose of this research was to determine the indicators and markers of digital entrepreneurship in higher education.

The research approach was mixed (qualitative and quantitative). The qualitative phase was a systematic review of up-to-date articles in the field of digital entrepreneurship, and finally 53 articles were selected and analyzed using the open and axial coding method of Strauss and Corbin (1997). The quantitative phase was also conducted using a survey questionnaire compiled from the results of the quantitative section, the respondents of which were faculty members familiar with entrepreneurship topics and experts in the field of digital entrepreneurship, and 372 out of 385 people were selected. Quantitative sections were evaluated.

The results of the research extracted a conceptual framework in the four main axes, teaching and learning, success factors and barriers, behavioral approach and suitable ecosystems for digital entrepreneurship in higher education. In the field of education and learning sub-categories "mastery of information and communication technology in business (5 markers); Learning approaches (5 markers) and digital learning environments (2 markers)"; Factors and barriers to success with subcategories: enablers (3 markers) and obstacles (2 markers); behavioral approach domain with subcategories: personality (4 markers), motivational factors (5 markers), ecosystem dimension domain with subcategories : Digital entrepreneurship ecosystems (3 markers), teams and networking (33 markers) and human capital (3 markers) were formed.

Discussion and analysis: 

The results presented in this article suggest the use of a scientific approach in order to understand how the specific dimensions of the entrepreneurship system in higher education are interrelated. In an effort to gain deeper knowledge of digital entrepreneurship in higher education as part of the innovation system, a comparative study approach may be useful not only within specific geographic boundaries but also internationally. Also, the results showed that beyond From the organizational context to create an entrepreneurship ecosystem in the university, the implications of appropriate policies regarding the creation of a supportive ecosystem are very important.

Today, entrepreneurship education has become the focal point of educational systems worldwide. It is seen as a tool for achieving a knowledge-based economy and addressing various economic and social issues, including the rising number of unemployed graduates, particularly in developing countries such as Iran. In many countries, it has become an integral part of industrial and educational policies. The importance of lower secondary education lies in its role as a bridge between primary education and upper secondary education, as well as the entry point for students into adolescence. Therefore, educational programs at different levels must be appropriately designed and developed to ensure they have a significant impact on students' future academic and professional lives. Neglecting economic education in the curriculum model for students cannot adequately prepare them for understanding economic issues and achieving success in the future job market. Therefore, economic education in schools and teaching entrepreneurial skills at the lower secondary level are of great importance for students. This research aims to identify the driving factors of an entrepreneurship-based economic education curriculum model for lower secondary education.

The research is applied in terms of its objective and uses a mixed-methods approach. To identify the initial driving factors, a systematic review and inductive content analysis techniques were employed. For identifying the final driving factors, the Delphi technique was utilized. The statistical population for identifying the initial driving factors included academic articles and research studies, research projects of organizations and institutions, expert and researcher studies, related authored books, and master's and doctoral theses from higher education institutions, as well as existing circulars from the Ministry of Education and its subsidiaries. For the final driving factors, curriculum specialists, textbook authors, and experts in the field from Mazandaran province were selected, resulting in 37 texts and 15 experts through snowball sampling for the initial factors, and 20 experts through purposive sampling for the final factors. For identifying the initial driving factors, Silva's (2015) systematic review method and inductive content analysis with initial, axial, and selective coding were used, and for identifying the final factors, the Delphi method in three stages, and SPSS software were utilized. The data collection tools included reviewed texts and semi-structured interviews for identifying the initial factors and semi-structured and structured expert checklists for the final factors. Validity and reliability for the semi-structured interviews were ensured through necessary reviews, including acceptability (expert review), confirmability (expert reassessment), and intra-topic agreement. For the final factors, the content of the expert checklists was confirmed for comprehensibility and clarity by five academic and organizational experts, and its reliability was calculated and confirmed with a test-retest method score of 0.88.

According to the results, the final model includes 9 elements, 14 dimensions, 23 components, and 92 indicators. In the Klein-based research model, the "Objective" element includes five driving factors: practicality and operationality, development of individual and technical skills, development of psychological skills, creation of financial and economic knowledge, and fostering creativity and ideation. The "Content" element includes seven driving factors: financial and economic literacy, skill enhancement, knowledge augmentation, executability, real needs-based, creativity and entrepreneurship, and management-oriented. The "Teaching Methods" element includes six driving factors: project and workshop-oriented, collaborative teaching, modern teaching techniques, knowledge and skill-oriented, scaffolding, and flexible teaching. The "Evaluation" element includes five driving factors: qualitative evaluation, operational evaluation, evaluation of theoretical knowledge and attitude, during-teaching evaluation, and participatory evaluation. Among the final driving factors, creating financial and economic knowledge holds the most importance in the "Objective" element, skill enhancement in the "Content" element, project and workshop-oriented teaching in the "Teaching Methods" element, and operational evaluation in the "Evaluation" element.

This paper examines the role of entrepreneurship in energy engineering education, emphasizing the importance of incorporating entrepreneurial skills into the curriculum. Given the global challenges associated with sustainable energy, entrepreneurship is identified as a crucial driver for developing innovative technologies in the energy sector. The paper addresses the obstacles and challenges of integrating entrepreneurship into energy engineering education programs and highlights the need for curriculum reform, enhanced industry collaboration, and the utilization of appropriate resources to foster entrepreneurship. Additionally, the paper underscores the importance of balancing technical and entrepreneurial content within energy engineering courses, and the necessity of providing suitable incentives and opportunities for students to engage in entrepreneurial activities. The societal demand for sustainable energy solutions and the pressing global challenges underscore the need for energy engineering students to develop entrepreneurial skills. This development is presented as a vital strategy for driving economic growth and fostering innovation in the energy industry. In conclusion, the paper argues that the integration of entrepreneurship into energy engineering education is essential for preparing students to contribute effectively to the energy sector’s evolution and to address the urgent need for sustainable and innovative energy solutions.

Youth unemployment and its social consequences in the critical conditions of the country have made entrepreneurial career training an important subject of study for researchers in various disciplines. The purpose of this research is to evaluate the researches and studies conducted in the field of entrepreneurial education in Iran. This research was conducted for the first time in Iran by meta-analysis. The purpose of the current research is to identify the prevailing trends and the content of entrepreneurship vocational education researches, to evaluate the methodology of these researches and to explain a perspective for the promotion of research in this field. To achieve these goals, 35 scientific-research articles in the field of entrepreneurship-vocational-education in the field Entrepreneurial approaches in our country were investigated using the meta-analysis method in six steps. The findings of the research were presented in four sections: overview of previous researches, findings related to research methodology and findings of the research approach, geographical distribution of researches was explained, and at the end, work methods and recommendations were presented. The findings of the research indicate that the focus of the researches on programs and application patterns is limited and they have been examined mostly from the perspective of methodology and content. Researches are mostly theoretical and have not provided educational programs and practical solutions. Applied entrepreneurship training through localization of entrepreneurship job programs at the attitudinal, strategic and operational levels of developed countries like Germany can be the key and executive solution in the field of entrepreneurship.

system of education, especially Vocational branch, one of the important trends to develop and grow individuals entrepreneurial skills in people. The purpose of this study is the contents of the book of the visual arts of technical and Professional branch in 2020-2021. The instrument was a content analysis form consisting 7 main components, i.e. success-seeking, risk-taking, accountability, creativity and innovation, tolerance for ambiguity hardworking, and internal control. To confirm the validity and formal and content reliability of the study, the views of experts in educational planning and specialists of entrepreneurship were used. Reliability is calculated 0/81 by using Holsty reliability formula .Content analysis have been analyzed using Shannon entropy method. The results showed that among the seven components studied. The tolerance for ambiguity with the information load is 88.5 and the importance factor of 0.17 is the most attention And the success seeking factor with the amount of information load is 60.42 and the importance coefficient of 0.11 has the least attention. Considering the distribution of entrepreneurship components in the content of the book, in addition to tolerance for ambiguity, it creates a good context for success seeking , riskiness, accountability, hardworking, innovation and creativity, and internal control

This study aimed to determine the entrepreneurship components of universities and propose a method of using those components to make faculties of architecture entrepreneurial.

The post-mining technique was employed in this qualitative study, and open-ended questionnaires were utilized in interviews for data collection. Accordingly, the purposive sampling method was adopted to select the faculty members of universities in the East Azerbaijan Province of Iran with more than seven years of research experience. Finally, theoretical saturation was reached with 12 out of 26 participants in semi-structured in-depth interviews. The interviews were analyzed through qualitative content analysis.

After thematic extraction and classification, three macro-categories and 19 micro-categories were identified. Two of these 19 micro-categories were introduced as core categories of each area. The core categories were classified as professional thinking, entrepreneurial nature, skill-oriented training, independent and generative financial resources, dynamic framework, and communications in behavioral, structural, and environmental areas.

According to the above categories and a literature review, entrepreneurship education can lead to better relationships with the labor market in addition to training entrepreneurial architectures and professional architectures both at faculties of architecture and in society.

Digital entrepreneurship ecosystems in educational organizations have recently emerged as a common concept in entrepreneurship policy and educational organizations, and the basis of their work is to create supportive environments that create innovative startups. The current research was conducted with the aim of designing and evaluating the paradigmatic model of digital entrepreneurship ecosystems in educational organizations.

The research method is a mixed (qualitative-quantitative) exploratory method, which includes the data base theory method in the qualitative part and survey in the quantitative part. The participants of the qualitative part are 15 faculty members of entrepreneurship universities, specialists and experts familiar with digital entrepreneurship, members of technology cores and growth centers in the university, responsible for knowledge-based projects and the director of the commercialization office of science-technology parks, and experts in the field of entrepreneurship in education. Using the purposeful sampling method, they were selected from the consecutive group, and in the quantitative part, 135 people were selected by stratified random sampling method. The interview data analysis method is selected in the qualitative section, open, central and selective coding and in the quantitative section structural equations.

The findings of the research in the qualitative part include 483 open codes, 42 secondary codes and 15 categories that were obtained in 6 main axes (pivotal, causal conditions, contextual conditions, intervening factors, strategies and consequences). Also, the results showed that the presented model of validity It has an upper interior.

The results of the quantitative part of the research showed that the presented model has a good fit. According to the results of the research, the ecosystem model of digital entrepreneurship can be used in educational organizations and by recognizing this model, fundamental effects on the roles and responsibilities and activities of educational organizations can be made in the present era, and managers of educational organizations Pay enough and effective attention to the importance of this research.

This research aimed to identify the barriers and requirements for entrepreneurship development at Farhangian University. The research type was applied, and its method was descriptive-analytical. The statistical population for the interview section included managers, faculty members, and graduates knowledgeable about entrepreneurship concepts, methods, and techniques. Fifteen individuals were interviewed using the purposive sampling method until theoretical saturation was achieved. The statistical population of the questionnaire section included managers, faculty members, students, and graduates of Farhangian University. The sample size adequacy was determined using Morgan's table. 378 individuals were randomly selected from five provinces using cluster sampling. After conducting semi-structured interviews and analyzing the responses qualitatively using MAXQDA10 software, five core codes were extracted for each of the two selected codes of barriers and requirements for entrepreneurship development, including cultural, educational, interactive and communicative, structural and legal, and supportive, financial, and incentive codes, with 62 and 70 open codes, respectively. Based on these codes, a researcher-made questionnaire was designed, and after examining its validity from the perspective of 10 experts and its reliability using Cronbach's alpha (α=0.98), the final questionnaire with 40 items was distributed. The relevant data were analyzed using various descriptive and inferential statistical methods and structural equation modeling. The results showed that the examined barriers significantly contributed (X̅>4 and p<0.001) to entrepreneurship development at the university, and there was a high necessity for attention to the examined requirements (X̅>4 and p<0.001) for entrepreneurship development. The drawn structural equation model had a good fit, indicating the impact of existing barriers on entrepreneurship development and the necessity of addressing the examined requirements.

The concept of innovation is one of the concepts that has been misunderstood in various areas, or confused with concepts such as entrepreneurship, creativity, or change, and has been used synonymously as an adjective for individuals and institutions, especially for the academic institutions. The present study has been conducted with the aim of investigating this concept versus entrepreneurship and also extracting the specific characteristics of the innovative university in the existing literature by a qualitative method. In this regard, the meta-synthesis method has been used as a method to create a new idea or new interpretation of the findings of previous research (26 international scientific articles and 7 domestic articles among 352 papers over a period of fifty years). Consequently, depending on the model deriving from the research, it was identified that one of the key features of an innovative university is multiple interactions, especially with civil society, and also fulfilling the social needs. Therefore, the innovative university is more reminiscent of the concept of an "adaptive university" with an emphasis on adapting to the social needs of a changing environment, rather than merely achieving financial benefits.

This research focuses on validating the educational entrepreneurship model in Iranian universities and higher education institutions. The dimensions and components of the qualitative research in this study were investigated using a survey approach. The research community consisted of managers and experts from the entrepreneurship centers of the universities in Tehran. Using the Morgan and Krajcie table, a sample size of 256 people was determined. The sampling was then conducted using the available method. The research tool was a researcher-made questionnaire, which underwent validity and reliability checks using content validity and Cronbach's alpha coefficient, respectively, with the assistance of SPSS software. The Kolmogorov-Smirnov test was used to assess the normality of the data. Statistical analysis in this research was conducted using SPSS and LISREL software. Confirmatory factor analysis was used to validate the model. The factor loading and T-test of 17 main categories were examined in the form of 6 dimensions of the paradigm model in the educational entrepreneurship model of universities, which comprises 108 subcategories. The results indicate that there is a favorable relationship between the observed variable and its component, as well as between the components and the factors dimension, in all 6 categories. Goodness-of-fit indices were examined for all six categories, and the results showed that the model has a good fit based on the acceptance range of each index. The results of this research show that the factors and components identified in the presented model of educational entrepreneurship in Iranian universities and higher education institutions have validity and meaningful relationships. This model can serve as an effective tool for developing and enhancing entrepreneurship education in these institutions.

The aim of the current research was to identify the complications in the process of the comprehensive system of tourism education in Iran in the field of entrepreneurship. This research is applied in terms of purpose and qualitative-quantitative in terms of method, based on semi-structured interviews with experts involved in the supply and demand system of tourism education and the technique of social network analysis. In the qualitative part, the statistical community of organizations involved in the tourism education supply and demand cluster included 238 organizations. In qualitative results, according to two clusters of supply and demand - supply with 160 and demand with 78 units - based on Cochran's formula, interviews were conducted with experts of 177 organizations using random sampling. Then, the aforementioned interviews were coded and entered into the process of analyzing social networks in the form of scrutinized problems. In the quantitative part, social network analysis method and Gephi software have been used. In this software, existing relationships between actors are set based on input matrices and network analysis indicators, the existing situation and the most important actors have been extracted according to the test of the average degree of input and output. The results have shown that the Ministry of Cultural Heritage, Tourism and Handicrafts and universities active in tourism have the highest number of problems from the side of other actors. This actors have been the most influential actors of the network. Also, the Ministry of Heritage, the Foundation of the Underprivileged, and the tour guide community, with a high degree of output, have more power in the network. Diagnosing the current state gives the experts the opportunity to identify the most important problems and actors, clarify the scope of duties of each organization and use its capacities to improve the system.

The aim of the present study was to explore educators’ lived experiences about the challenges of entrepreneurship education to children of labor. This qualitative research was performed using descriptive phenomenological approach. Data were collected through semi-structured interviews. For this purpose, 15 educators experienced in teaching children of labor were interviewed, and the obtained data were analyzed by Strabert and Carpenter (2002) method. The analysis of the interviews led to the emergence of five main themes, namely personal and environmental challenges, content and procedural challenges, structural challenges, methodological challenges, and economic challenges and 25 subthemes including attitude change, peer influence, lack of attention to psychological characteristics, mistreatment of children of labor, parents’ resistance, lack of equipment, educators’ lack of familiarity with the life of children of labor, imaginative educational programs, failure to attend to children’s needs, short-term outlook on entrepreneurship education, invisible achievements of entrepreneurship education, placement problems, lack of attention to experienced educators, poor planning, mass education, legal and regulatory conflicts, weakness of tools related to teaching entrepreneurship to children of labor, failure to attend to the age of children of labor, lack of practical training, excessive emphasis on educator, lack of attention to participatory methods, lack of budget, severe financial needs of children of labor for daily wages, lack of social-financial support and short-term economic outlook.

This study aimed to develop and validate an evaluation tool for the basic education system from the perspective of the infrastructure of entrepreneurship education, using a mixed approach that combined qualitative and quantitative methods. In the qualitative part of the study, a targeted sampling method was used to select 12 experts who were interviewed through semi-structured interviews with theoretical saturation criteria. In the quantitative part, a multistage cluster random sampling method was used to select 385 teachers, principals, and counselors from three elementary, middle, and high school levels. The results of the interviews were analyzed using MAXQDA 2020 software, and all the constituent categories of the evaluation of the basic education system were determined from the perspective of the infrastructure of entrepreneurship education. A questionnaire with 36 questions in three dimensions (fundamental, structural, process) was developed, and the form, the structural validity and content validity of the questionnaire were examined and as result three questions were removed. The results showed that all questions had a factor loading of 0.7 or higher and an average variance extracted of 0.5 or higher, and the reliability of both criteria (alpha Cronbach, composite reliability) of all dimensions was above 0.9. The designed tool has good validity and reliability and can be used to evaluate the basic education system from the perspective of entrepreneurship education infrastructure. These findings provide valuable insights into the evaluation of the basic education system and highlights the importance of entrepreneurship education in this context.

The present study was conducted with the aim of testing the causal relationship between the competencies of engineering science graduates and entrepreneurship with the mediating role of engineering professional ethics. The research method was applied and in terms of data collection, it was descriptive of correlation type. The statistical population was all the students of Technical and Engineering Faculties of Tehran University, 306 of whom were selected by stratified random sampling. In order to collect data, entrepreneurship questionnaires, engineering professional ethics and researcher-made questionnaires of competencies required by engineering science graduates were used. The validity of the questionnaires was confirmed by using the content validity of the construct and their reliability with Cronbach’s alpha coefficient. The data were analyzed using regression coefficient tests and structural equation models. The results showed that the entrepreneurship status of students is directly and indirectly affected by the predictor variables of professional ethics and learned competencies. Also all the components are reported as favorable and very favorable and the data model has a good fit, so the hypothesis of “the assumed model of the causal relationship between the competencies required by the graduates of engineering sciences and entrepreneurship with the mediation of professional ethics” has been confirmed.

The purpose of this research was to construct and validate the content teaching scale of elementary course textbooks with entrepreneurship approach. The descriptive research method was a descriptive-survey type. The statistical population of this research included all primary school teachers of the country, numbering 376 people during the years 1395-1401. The method of random sampling was simple and based on Cochran's formula, 112 people were selected for the research. After obtaining a list of the components of teaching the content of elementary course textbooks with an entrepreneurial approach based on the study of theoretical foundations and through an open questionnaire, primary data was provided. In order to check the validity of the questionnaire from content validity and construct validity and also to determine the items of the content teaching scale of elementary course textbooks with an entrepreneurial approach, from exploratory factor analysis using the method of principal component analysis with varimax rotation, to check the degree of agreement and name Placement of extraction factors was used and 8 factors were extracted. The reliability coefficient and internal homogeneity of the questionnaire using Cronbach's alpha for the subscales of revealing the hidden aspects of the content equal to 0.96, creating ideas based on learning the content equal to 0.93, developing semantic units equal to 0.95, criticizing the content equal to 0.87 Content reconstruction equal to 0.95, content crystallization equal to 0.93, missing content compensation equal to 0.94, cognitive load equal to 0.92 were calculated.