The Development of digital entrepreneurial intelligence using Whole Brain Literacy (WBL) among secondary students

Abstract

Many significant global organizations, such as UNESCO, OECD, World Bank, UKCES, and the World Economic Forum (WEF), along with Thailand’s economic and social development plan (2023-2027), have established frameworks and policies for future education in 2030. Their vision emphasizes the need for learners to integrate digital technology knowledge with entrepreneurial competencies. This integration aims to enhance students’ knowledge, abilities, and intelligence, enabling them to create new platforms or models that will elevate future business competition. In addition, statistical data and numerous studies indicated that to achieve successful and sustainable economic and societal development, it is crucial to start by enhancing the knowledge, understanding, and potential of the nation’s youth in digital innovation and entrepreneurship. Moreover, it was found that secondary education in Thailand lacks a curriculum and development model for digital entrepreneurs. To address this gap, a digital entrepreneurial intelligence (DEI) development model was proposed, building on the principles and theories of the Whole Brain Literacy (WBL) educational program, or Four Human Brain Functions. This approach can better develop and connect learners’ intelligence levels and enhance learning styles beyond the traditional focus on knowledge and understanding. Importantly, no prior academic studies or research have explored this topic. The research, conducted at Montfort College, Chiang Mai, Thailand, between 2020 and 2023, involved 2,360 secondary students. The research method was divided into three steps: First, survey research was conducted to analyze the relationship between the expectations of students and stakeholders towards the entrepreneurship learning management and the brain functions, leading to the creation of DEI – Prototype 1. Next, correlational research analyzed the relationship between the independent variables—digital entrepreneurship and entrepreneurship, and the dependent variables—digital intelligence and entrepreneurial intelligence, to develop DEI – Prototype 2. Finally, in the experimental research, the prototype models from the first two steps were used to design the digital entrepreneurial intelligence (DEI) development model based on WBL principles. This model, which includes four related factors (digital intelligence, entrepreneurial intelligence, digital entrepreneurship, and entrepreneurship), was tested by dividing the sample population into a control group and an experimental group over one semester (20 weeks, totaling 100 hours). After this experiment, the researcher found the DEI – WBL Prototype had a positive and statistically significant impact on the experimental group (p-value < 0.05). The average DEI development increased from 30.50% to 83.50%. In contrast, there was no significant difference in DEI development before and after the experiment in the control group. Additionally, hobbies related to sports, art, and technology had a positive impact on DEI development. Therefore, it is proven that the DEI – WBL Prototype effectively enhances the digital entrepreneurial intelligence of secondary students. This model can also be used to create teaching and learning strategies and formulate policies to develop DEI for secondary students.