supervisor: ahsen Çini
Topic
Green entrepreneurship encompasses environmentally sustainable business practices, innovative solutions to ecological challenges, and a commitment to social responsibility. It prioritizes not only economic gains but also the preservation of natural resources and the well-being of future generations. As future leaders and change-makers, university students hold a crucial role in embracing and advocating for a green entrepreneurship mindset. Equipping them with the necessary skills and perspectives is imperative for addressing global sustainability challenges effectively.
Metacognitive awareness, a key cognitive construct, refers to an individual’s capacity to monitor, regulate, and adapt their cognitive strategies to achieve specific goals. It encompasses skills such as self-regulation, planning, and reflective thinking—all of which are essential for informed and adaptive decision-making. Within the context of green entrepreneurship, metacognitive awareness enables learners to critically assess their decisions, align their actions with environmental and social values, and innovate sustainably.
This study investigates the intersection of metacognitive awareness and the adoption of a green entrepreneurship mindset, focusing on learners’ ability to integrate environmental consciousness into entrepreneurial activities. By integrating conversational agents into the learning environment, this research aims to contribute to the understanding of how metacognitive processes influence the mindset required for sustainable entrepreneurial practices and to provide actionable insights for educators and policymakers aiming to integrate these concepts into educational curricula. Ultimately, it aspires to empower university students with the skills and mindsets necessary to lead sustainable entrepreneurial endeavors in an increasingly complex and environmentally conscious world.
The hypothesis guiding this research is: "Learners who have high metacognitive awareness tend to use a green entrepreneurship mindset in their lives."
Method
The participants of this study will use conversational agents to learn green entrepreneurship. Before the study, individuals’ metacognitive awareness will be assessed.
Recommended data collection
Surveys: Employ validated instruments such as the Metacognitive Awareness Inventory to measure metacognitive skills.
Conversational Agent Interaction: Students will engage with AI-driven conversational agents during scenario-based learning tasks designed to simulate green entrepreneurship challenges. These interactions will be systematically recorded and analyzed.
Proposed research questions
- How does metacognitive awareness influence the adoption of a green entrepreneurship mindset?
- What specific aspects of metacognitive awareness (e.g., prior knowledge, monitoring, or planning) are most associated with green entrepreneurship?
references
Çini, A., Malmberg, J., & Järvelä, S. (2023). How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks. Educational Studies, 49(1), 54-75.
Çini, A., Järvelä, S., Dindar, M., & Malmberg, J. (2023). How multiple levels of metacognitive awareness operate in collaborative problem solving. Metacognition and Learning, 18(3), 891-922.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911
Hall, J. K., Daneke, G. A., & Lenox, M. J. (2010). Sustainable development and entrepreneurship: Past contributions and future directions. Journal of Business Venturing, 25(5), 439-448.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.