supervisor: ahsen Çini
Topic
Green entrepreneurship refers to entrepreneurial activities that positively impact the environment and contribute to a more sustainable future. It differs from conventional entrepreneurship through several defining features: it prioritizes social and environmental value alongside economic goals; it challenges traditional notions of development and prosperity; it promotes integrated, eco-innovative, and circular models of production and consumption; and it supports the creation of green jobs that place human well-being at the center.
This study will utilize a multilingual, AI-enhanced online learning environment to foster green entrepreneurship competencies. Learners will engage with introductory materials and complete interactive quizzes. The instructional approach is innovative, combining:
i) the strengths of standard online learning formats (multimedia content and diverse quiz types),
ii) established pedagogical practices such as case-based teaching that foster systematic and argumentative thinking, and
iii) emerging developments in educational AI, specifically the use of conversational agents as interactive tutors to support and enhance learning.
The study explores the intersection of metacognitive awareness and the development of a green entrepreneurship mindset, focusing on how learners incorporate environmental consciousness into entrepreneurial thinking. By integrating conversational agents into the learning process, the research aims to uncover how metacognitive processes influence sustainable entrepreneurial mindsets. The findings will offer practical insights for educators and policymakers seeking to embed sustainability and entrepreneurship into educational programs. Ultimately, the study aspires to equip university students with the skills and mindset required to lead sustainable and socially responsible entrepreneurial initiatives in an increasingly complex, environmentally aware world.
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.
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.