POST-COVID PROSPECTS OF ENTREPRENEURIAL EDUCATION IN PAKISTAN

This research aims to look at the prospects of entrepreneurship education in Pakistan post-covid. New entrepreneurial education approaches are required in addressing the effects of COVID-19 globally. To achieve this, this study explicates the way new strategies for explaining how the COVID-19 pandemic might make entrepreneurial education research an evolutional field. The study found that several assumptions have transformed due to the COVID-19 impact, and entrepreneurship education is essential in combating the pandemic. Therefore, this study argues that further research on entrepreneurship education that integrates a COVID-19 setting is important in opening new views and changing the study agenda. An enhanced investigation of how mechanisms of response, such as change and recovery, are assumed to propel entrepreneurial stakeholders to adopt the perception that entrepreneurship education is an extensive process. As a result, the COVID-19 situation is viewed as a chance of highlighting the worth of entrepreneurial education for society.


INTRODUCTION
The worldwide COVID-19 pandemic has pushed humankind to adapt to a new digital environment and adjust aspects of economic and social life.Students, professors, workers, and businesspeople began doing remote work online in their regular lives.It is without dispute that sustainable business models must be developed for the education sector.In a similar spirit, a broad statement about entrepreneurship's socioeconomic growth connects its salient characteristics to a new order in the global business environment.
The COVID-19 disease outbreak offers the opportunity to advance to a more aggressive educational setting (Kim, 2017).Additionally, internationalizing a business is possible through education as "any structural instructed methodology of teaching for entrepreneurial attitudes and skills, that entails the development of specific personal characteristics," likewise adopted a philosophical perspective (Ali et al., 2021;Fayolle & Klandt, 2006).Consequentially, most definitions of entrepreneurship admit the importance of concurrently studying various subjects promoting change.
In general, entrepreneurship's key objectives are to achieve financial sustainability, consistent sales outcomes, and a positive return on investment.With the advent of new technology, the needs of successful businesspeople are continuously taking into account the unique digitalization characteristics, new types and speeds of communication, social media functions, and so on (Roslan et al., 2020).It may be argued that the growth of entrepreneurship has paralleled the most recent economic and technological developments on a regional, national, and international scale by focusing simply on these few examples.Additionally, the new entrepreneurs of the twenty-first century are those who are building a global entrepreneurial ecosystem.
Due to the requirement to educate on a variety of themes about innovation and forward-thinking, entrepreneurship education has grown increasingly complicated (Oosterbeek et al., 2010).As a result, instructional strategies now focus on helping students set realistic goals by teaching them resilience (Ahmed et al., 2020).This entails incorporating a relevant, practical setting that introduces learners to service learning (Santos et al., 2019).Beynon et al. (2016) argue that the inclusion of handling global concerns in entrepreneurship curricula gives students a means of contributing to the resolution of societal problems while focusing on their desire to pursue entrepreneurship.A clear and deliberate choice to launch a new start-up is described as having entrepreneurial ambition (Elliott et al., 2020).

DOI: 10.52633/jemi.v5i2.262 [244]
The ability to use entrepreneurship principles allows people to behave strategically.According to a recent research report on entrepreneurial education by Ferreira et al. (2019), there are numerous approaches to analyzing entrepreneurial concepts based on surrounding circumstances, including issues with technology, social issues, and health.By concentrating on COVID-19's impact on entrepreneurship education, we examine in this study how to promote entrepreneurial intention post-covid.To meet this objective, we evaluate present and new educational management approaches related to COVID-19 (Beech & Anseel, 2020).This examination will help to comprehend better the situation in management education relating to entrepreneurship (Duval-Couetil et al., 2020).

COVID-19 Disaster
Complex disasters have impacts that might be felt both right away and for a long time (Ansell & Boin, 2019).The pandemic was an unexpected, low-certainty incidence.Doern et al. (2019) argue that disasters can be categorized as "severe unanticipated, unforeseen circumstances or as more common and accepted normal disruptions, either sudden or slow but steady.Buchanan and Denyer (2013) posit that the divergent realities of disasters, from natural biological calamities to economic catastrophes, are reflected in the dichotomy of methods.While the cruelty of a disaster can be rated on a scale from serious to irrelevant, they impact human life (Eggers, 2020).
The COVID-19 epidemic came as a shock and was inevitable (World Health Organization, 2020).
According to Clark et al. (2020), depending on their regulatory frameworks, nations have reacted to the COVID-19 dilemma in a variety of ways.Akkermans et al. (2020) claim that the COVID-19 epidemic has triggered considerable societal disruption, where a majority of learners and educators have encountered career shock.Most of the management educators had not thought about the necessity to move swiftly to working from home and learning in a virtual setting.
However, most stakeholders continued their studies despite being in various situations because of the move.This consistency in teaching was necessary, especially to guarantee students' course development (Jones, 2019).

Response of the State to COVID-19
In February 2020, Pakistan reported its first COVID-19 case.Since then, several controls have been tried and failed to stop the infection's spread; in March 2020 and October 2020, partial or total lockdowns were created.The epidemic has severely impacted Pakistan's educational system, which has a history of insufficient funding and resource allocation (Shaikh et al., 2008).

Journal of Entrepreneurship, Management, and Innovation
Volume 5, Issue 2, March 2023 Like any other developing nation, Pakistan experienced a significant setback resulting from COVID-19.A lockdown of the entire nation caused the initial wave.Many industries were forced to choose between permanently closing or reducing their workforces (Hardie et al., 2022).On the other hand, those with knowledge and experience in entrepreneurship saw it as an opportunity.As a result, numerous new SMEs emerged, and many were successful.The study is pertinent since having entrepreneurial expertise will help you deal with unforeseen events in the future.Because Pakistani society places a greater emphasis on finding a good job than on assisting or encouraging young people to start their businesses.

Covid-19 Impact on Entrepreneurship Education Educational Impact
For schools in Asia and Australia that launch their learning during the start of the year, the pandemic commenced at the commencement of the educational year.The catastrophe hit in the middle of the academic year for most of the schools in North America and Europe.Ratten and Jones (2021) note that the pandemic posed a weighty challenge in the management of education, particularly the global students and courses with practical nature.Because of the pandemic, many international scholars, especially from China failed to enter Australia, thus the stress was on using online learning to accommodate these learners.After the announcement of the pandemic in early March, most schools closed globally, forcing students to shift to online classes, and all lessons were later transferred to an online format (Ratten & Jones, 2021).
Learners in management courses, particularly those required to engage in experimental learning, have been severely affected.Students have had to swiftly adjust to fresh learning approaches as pedagogy and evaluation have been modified to fit the new circumstances.Additionally, they suffered from emotional anguish due to their physical and social isolation from their peers.This has been somewhat alleviated through social media activities that mimic real-world settings.The campus setting significantly influences the intellectual growth of many pupils (Heng, 2021).The closure of many campuses impacted how scholars learn and their capability to study through peer networks.
As a result of participation in business endeavors while schooling, entrepreneurship learners can be regarded as inexperienced entrepreneurs (Souitaris et al., 2007).This demonstrates that some scholars enrolling in entrepreneurship classes are running their businesses but want to know more about entrepreneurs.Also, toward the culmination of their educations, university learners have a high probability of launching a business (Ahmed et al., 2020).Thus, entrepreneurship is vital in DOI: 10.52633/jemi.v5i2.262 assisting people in reskilling start-ups that are emerging in communities during the crisis period.
Ratten and Jones (2021) argue that entrepreneurship education is a major move in persuading the aggressiveness of any industry or country during the pandemic to progress to a more modest setting.Entrepreneurship education has influenced students' thinking since they are now more concerned about their future career directions where they learn about various potential careers including start-ups (Ratten & Jones, 2021).Conventional workplaces are developing as the digital economy is gradually utilized.Thus, learners are likely to have a portfolio career that gives them leverage to pick from different kinds of employment.
Learners are now not focused on looking for employment in established companies and the public segment as a result of this.Interest in start-ups among learners is now significantly increasing and they are creating their businesses as a result.Youngsters are stimulated to seek jobs in evolving industries since the majority of them were unavailable in the previous year.This shows that entrepreneurship education is an excellent way for youngsters to study how to think artistically.
Liguori and Winkler (2020) express that the onset of covid-19 hindered the growth of online entrepreneurship education since modern approaches to entrepreneurship education emphasize the urge for deliberate practice, practical approaches, and real-world immersion.

Methods for Education and Learning
Entrepreneurship education typically entails some type of collaborative element where learners are involved in an environment where they are studying how to execute a task.While the set is typically physical, it can also be cybernetic to boost reality, and aid learners in learning about behavior (Reuge et al., 2021).Writing a business strategy, presenting a concept, or conducting a market analysis are a few examples of learning platforms (Ahmed et al., 2020).Naturally, some projects in an entrepreneurship course emphasize how to embrace innovation that can be upshot in a company venture.Ratten and Jones (2021) claim that entrepreneurship education ensures that students have an entrepreneurial attitude allowing them to have personal control over different situations while incorporating innovation.The chance for learners to network with genuine entrepreneurs is another essential learning advantage of entrepreneurship education.This may involve mentors or role models with the goal of stimulating learners to initiate their businesses.
The negative impact caused by the Covid-19 outbreak was significant at all management levels of education from beginner to graduate.Most entrepreneurship courses do not offer or radically reduce real-world placements for their learners (Ahmed et al., 2020).This translates to producing radical, hard, entrepreneurial teaching strategies without normal classroom settings.future entrepreneurs' success depends on them.Liguori and Winkler (2020) and Saptono et al.
(2020) opine that some of the entrepreneurship education aspects can be offered online while others cannot.According to these scholars, the key aspects of entrepreneurship education; entrepreneurship mindset, and competencies that are key to this course pose the biggest challenge in online teaching.Due to societal expectations about how people should behave based on financial circumstances, an entrepreneur's role in society might be acquired traditionally.This implies that an entrepreneur will get specific skills through practical experience during times of crisis.Allowing guest speakers to share their skills and experiences in class is a key practice.
Although guest speakers can be hosted online where social distance averts in-person contact, having guest speakers from other nations connected via internet channels helps overcome geographical limits.Additionally, programs focusing on entrepreneurship are increasingly utilizing incubators and accelerator programs because initial concepts call for support in making them commercially feasible (Hardie et al., 2022).Most colleges offer initiatives that aid participants in developing thoughts and accessing compulsory materials like contests and internships created to allow learners to out-of-school notions and offer constructive criticism (Ratten & Jones, 2021).Likewise, science and technology grounds are often situated on academic grounds, allowing learners to connect with businesses more frequently.

Justification
Numerous studies have revealed that the spread of COVID-19 is to blame for the majority of the young generation's unemployment today (Blustein et al., 2020).Even before the COVID-19 epidemic, unemployment was one of the main issues facing societies.Unemployed people are eager to launch their businesses and are enthusiastic about entrepreneurship.However, they struggle because of their lack of theoretical understanding.People must therefore possess the requisite theoretical knowledge of the business sector to launch their own business (Weber, 2015).
They can reduce their chances of failing in this way.If well-planned and implemented in school, it will encourage prospective students' interest in starting their businesses and inspire them to think creatively (Saeed et al., 2015).
With the growing unemployment in Pakistan, this study will evaluate the prospect of

Proposed Framework
The framework for this research work comprises two predictors according to Rehan et al., (2021), such as character traits (such as the desire to achieve, the centre of control, and Self-

Character Traits
The idea that an entrepreneur's character qualities are particularly important when deciding whether to establish a business is supported by previous research (Mouselli & Khalifa, 2017;Sesen, 2013).In this study, character factors like "centre of control," "self-perceptions" (SP), and "desire to achieve" were utilized to predict entrepreneurship inclinations and prospects.

Centre of Control
A key personality characteristic in the literature on entrepreneurship is the individual's internal centre of control.A person's centre of control is his or her conviction that he or she can influence how particular acts turn out.According to Rotter's (1966) hypothesis, persons who are more oriented from within are more willing to believe that the outcomes of specific events are influenced by their efforts, whereas individuals who are more oriented from the outside feel that outcomes are influenced by external circumstances.When assessing people's ambitions to become entrepreneurs, researchers thought that the center of control was a crucial aspect (Gerba, 2012;Sesen, 2013;Kristiansen & Indarti, 2004;Fayolle et al. 2006).While Kristiansen and Indarti (2004) and Fayolle et al. (2006) discovered that a person's centre of control does not have a substantial effect on entrepreneurship goals, Gerba (2012) and Sesen (2013) discovered that a person's internal centre of control significantly influences entrepreneurship goals.

Self-Perceptions
Self-perceptions of being successful at carrying out particular behavioral actions-known as self-perceptions of self-efficacy-are explained by Bandura's (1977) social learning theory.
However, SE is connected to entrepreneurial aspirations and practices in the literature on entrepreneurship (Boyd & Vozikis, 1994).The two most popular entrepreneurship theories, EEM and TPB, recognized SE as a crucial factor in determining whether or not a person will pursue entrepreneurship (Krueger et al., 2000).In various circumstances, several researchers have discovered a positive correlation (e.g., Chen et al., 1998;Krueger & Reilly 2000;Lüthje & Franke, 2003).Baum and Locke (2004) assert that SE is the primary motivator of goaloriented behavior, including entrepreneurial behavior.
Desire to Achieve Gerba (2012, p.263) defines the need for achievement as "the degree to which one sets and seeks to achieve goals and the degree to which one works hard and is satisfied with the results of the job."Numerous studies have connected it to entrepreneurship (Ferreira et al., 2012;Gerba, 2012;Zhang et al., 2014).The desire for achievement theory, developed by McClelland in 1961, states that people with a need for accomplishment are more likely to participate in activities where they believe their prospects of success are higher.More achievement-driven people are proactive, develop plans in advance, and strive to accomplish their objectives without failing (Zhao & Seibert, 2006).

RESEARCH METHODOLOGY
To obtain more accurate results with a higher level of reliability and generalizability in the study, a quantitative research methodology will be used.Students in Pakistan Universities will respond to an online survey to gather primary data, and the results will be used to objectively evaluate the prospect of entrepreneurial education in the post-covid era.The questionnaire entailed the participant's demographic profile and questions associated with the study's major variables.
The model to be employed and the sampling technique is stated by Sumaedi et al. (2020) in their study of behavioral study.Descriptive statistics will be used to define the sample representation (Hair et al., 1998), and regression and correlation will be done to examine behavioral factors.

Sampling Design
To ascertain the required sample size, Cochran's formula was utilized in situations to approximate the population size.If the population as a whole is comparatively small there is a modification that may be utilized to reduce the number given by Cochran's formula.A sample of any given size provides more info about a smaller population than a larger one.This is the Cochran formula: Where: p is the (estimated) fraction of the population that possesses the property in question, and q is equal to 1p, which stands for the required level of precision.A Z table contains the z-value.

Data Collection
Online self-completion surveys were utilized to obtain the data.The database used was Google Driver.A popular free online data storage option for academics and students is Google Driver.
Later, SPSS Amos version 7 was used to input all of the raw data.Data analysis is made possible using the statistical program SPSS Amos, which is quite popular.SPSS Amos was used to process and analyze all the data for this thesis.

Analysis, Results and Findings
The study evaluates the impact of entrepreneurship education that incorporates a COVID-19 setting.The findings supported the substantial indirect effect of entrepreneurs on situational variables (b= 0.268, t = 6.70, p =.015).Additionally, the direct impact was also found to be significant (b = 0.197, p = 0.000) in the presence of the mediator as indicated in structuring the model, there was the grouping of models into four factors with corresponded to questions administered as shown by Amos graphic model correlation link graph below.on post covid entrepreneurship.Let's now examine the same output for the confidence intervals that our bootstrap created.The upper bound is.346 while the lower bound confidence interval is.188.We can conclude that the indirect effect is significant because this confidence interval did not cross zero.We need to determine what kind of mediation is occurring because we are aware that indirect influence is important.To do this, we must look at the C' path, or the direct path, in the output's Estimates, links from authentic leadership to life satisfaction.The R-value signifies the simple correlation and is 0.356, which specifies a medium degree of correlation.The R 2 value shows how much of the total variation in the dependent variable, entrepreneurship assessment, can be explained by the independent variable, situational prospects.In this case, 12.7% can be explained.And the Coefficient for the linear regression is 0.605 with 0.014 significant.

Model Fit Summary
Having a significance level of 0.022, the regression equation explains a statistically significant percentage of the variation in demographic variables from variation in the character traits.The simple correlation is represented by the R-value, which is 0.334 and denotes a medium degree of correlation.The overall variation in the dependent variable, visitor satisfaction, can be ascribed to the independent variable, tour guides, which is shown by the R2 value.11.2% in this instance can be explained.Additionally, the linear regression coefficient is 0.422 and has a significance level of 0.022.
The following covariance matrix is not positive definite (Group number 1-Default model) The findings demonstrated that the model study factor's convergent validity and reliability, as well as the measurements of the study model, fulfilled the necessary statistical requirements.The first hypothesis was supported by the study's findings, which showed that character in entrepreneurship was impacted by gender (value of 0.131 and P-value of 0.002).Moreover, if gender feels valued and appreciated, they will confess to finishing difficult tasks, utilize new work practices that they are unacquainted with, and be gratified to work in loud settings where voices must be elevated when talking to people who are at least one meter away.
entrepreneurial education as a prospect in the post-covid era.With little or no research done to determine the leverage of entrepreneurial education in solving the problems of post-covid, this research work is sacrosanct to expose the prospect of solving the challenge faced after covid -19 pandemic in Pakistan through entrepreneurial education.

Figure 2 .
Figure 2. Structural Model Link and CorrelationIt is evidenced that Factor one and factor two had the greatest impact since they took the greatest groupings such that, A (F1) *b(F2) ;(0.454*0.590)=.268 is the indirect impact of traits assessment

Table 1 .
Two model effect checkups and Coefficients

Table 1 .
Factor Significance The distribution of CR values was between 0.742 and 0.802, all of which were greater than 70%, and the distribution of AVE values was between 0.646 and 0.722, all of which were greater than 50%.

Table 2 .
Evaluation of the Scale Mean

Table 5 .
Question Significant