Between enthusiasm and anxiety: technophilia vs technophobia in digital entrepreneurship education

Barta-Boncz, Nóra (2026) Between enthusiasm and anxiety: technophilia vs technophobia in digital entrepreneurship education. In: Agria Média 2025 : „Oktatás 5.0: Az ember és a technológia harmóniája”. Eszterházy Károly Katolikus Egyetem Digitális Technológia Intézet, Eger, pp. 28-42. ISBN 9789634963400

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Abstract

Digital entrepreneurship education is increasingly shaped by the dual forces of technophilia and technophobia—contrasting attitudes that significantly influence the learning experience. The acceleration of distant and technology-enhanced education, especially during by recent crises, has amplified both the benefits and the anxieties associated with digital transformation in entrepreneurial learning environments. On one hand, technophilic attitudes embrace the potential of digital tools to enrich entrepreneurial education. Business Simulation Games (BSGs) and flipped classroom models have been shown to enhance critical thinking, creativity, and problem-solving, while also promoting soft skills like teamwork and resilience in realistic and engaging contexts. Artificial Intelligence (AI) tools, particularly AI chatbots such as ChatGPT, support business idea generation, market analysis, and ethical decision-making, thereby strengthening digital entrepreneurial selfefficacy and boosting participation. Immersive technologies like AR and VR further expand student engagement by fostering global awareness and cultural competence through experiential learning. Online learning environments (OLEs) also support self-directed learning and professional networking, making entrepreneurship education more accessible and inclusive. Digital platforms create flexible and interactive spaces that facilitate communication, build community, and encourage open reflection on failure—essential elements in entrepreneurial growth. Conversely, technophobic attitudes expose the limitations and risks of digital integration. Many students experience digital fatigue, loss of motivation, and a lack of meaningful interpersonal interaction in remote settings. Over-reliance on AI may hinder the development of independent thinking and core academic competencies. Concerns about academic integrity, data privacy, misinformation, and the perceived lack of creativity in AIgenerated outputs further complicate acceptance. Additionally, resistance among educators—due to inadequate training or skepticism toward new methodologies—hampers innovation. Despite their digital upbringing, students may still lack professional e-skills, while overly complex simulations can deter rather than inspire entrepreneurial intention. Ultimately, the success of digital entrepreneurship education depends on finding a balance between embracing technological innovation and addressing the legitimate concerns of learners and educators. By designing inclusive, ethically sound, and pedagogically thoughtful learning environments, institutions can harness the advantages of digital tools while ensuring the development of resilient, reflective, and future-ready entrepreneurs.

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