Digital entrepreneurial practices in automobile-transport vocational education

Olena O. Lavrentieva; Yelisiei V. Kyrylenko

doi:10.55056/cte.1396

Authors

Olena O. Lavrentieva Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-0609-5894
Yelisiei V. Kyrylenko Alfred Nobel University https://orcid.org/0009-0001-6197-4218

DOI:

https://doi.org/10.55056/cte.1396

Keywords:

entrepreneurial competence, digital entrepreneurial practices, automobile-transport vocational education, scoping review, EntreComp, DigComp, experiential learning, simulation and immersive learning

Abstract

The digitalisation of road transport and logistics is reshaping the work of automobile-transport college graduates, yet the pedagogical literature tends to catalogue digital tools rather than the entrepreneurial actions those tools should serve, and no evidence-based taxonomy links practice types to competence outcomes for this sector. This study derives such a taxonomy through a two-stage design: a PRISMA-ScR scoping review that maps a heterogeneous, cross-disciplinary evidence base, followed by best-fit framework synthesis that codes the extracted practices against an a-priori frame of entrepreneurial-competence areas and entrepreneurial-action stages. From an initial 320 records, 63 sources were retained; the 22 practice-exemplifying sources among them were classified into groups by two independent coding passes that agreed closely (Cohen's κ=0.94 for group assignment); as both passes were AI-generated, this indexes coding-scheme consistency rather than independent human-rater reliability. Four groups of digital entrepreneurial practice are distinguished: (1) project-based entrepreneurial, (2) technical-economic, (3) logistical-organizational, and (4) communicative-reflective practices. The first three are each supported by at least three independent sector or pedagogy studies; the fourth is warranted by the completeness of the entrepreneurial-action cycle together with cross-sector reflection and assessment scholarship, an evidential asymmetry we report rather than smooth over. The four groups span a coherent cycle of entrepreneurial action - a structure partly entailed by the analytic frame - and are mapped onto the EU EntreComp and DigComp frameworks and onto experiential and activity-learning theory. Two conceptual moves extend the taxonomy into a framework: a trace-reflection mechanism, in which each action leaves an inspectable digital artefact that mediates assessment and revision, and a two-dimensional practice-design space that positions each group against tiers of environment fidelity and treats immersive technology as a level of that dimension rather than a separate group. Eight testable propositions and a progression-anchored assessment rubric are proposed. The contribution is conceptual and design-oriented; the framework and rubric await empirical validation.

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