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In recent years, entrepreneurs have become key drivers of business growth worldwide, since that time, entrepreneurial education has subsequently been garnering an increased level of interest. Entrepreneurship is considered to be a combination of both art and science, used to create value when targeting customers; however, there appears to be a myth when it comes to the recipe required for success. It was discovered by The Office of Small and Medium Enterprise Promotion that less than 10% of Thai small and medium entrepreneurial businesses were successful, while the global rate of success is close to 5 times higher than that of Thailand. Therefore, a better understanding of key success factors is necessary going forward. Typically, an entrepreneur's journey starts with entrepreneurial intention, opportunity recognition, business initiative creation, and resource assembly, if they are to start their venture successfully. Entrepreneurial intention is a prerequisite to entrepreneurial behavior, based on the theory of planned behavior. Subsequently, scholars are interested in the key factors which drive entrepreneurial intention. While innovativeness has been proven to be one of the critical factors within certain groups of the population, there is little empirical data on the causal relationship between innovativeness and entrepreneurial intention amongst undergraduate students. As such, this study has two main objectives: (1) to explore factors influencing innovativeness, attitudes towards entrepreneurship and the entrepreneurial intentions of undergraduate students, and (2) to understand the causal relationship between innovativeness and entrepreneurial intentions among undergraduate students. The population of the study is comprised of undergraduate students from public universities and 330 effective responses were received in the survey. Based on the findings from confirmatory analysis and multiple regression, the empirical data is consistent with the theoretical measurement model for both innovativeness and entrepreneurial intention and (2) innovativeness can effectively predict entrepreneurial intention among undergraduate students.

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This study aimed to design and develop an online learning system to enhance thinking and innovation skills for higher education learners. The objectives were to (1) design a system diagram, system architecture and functional structure for online learning framed by the SECI process (Socialization, Externalization, Combination and Internalization) and Moodle, (2) develop an online learning management system (LMS) with a new plug-in using Moodle, and (3) evaluate system suitability for the development of students’ thinking and innovation skills. The research methodology was developed using a literature review to identify core components, focus group interviews to verify the process, software development by Moodle LMS, and assessments to measure learning outcome. Research instruments consisted of interview questions, Moodle LMS, and a self-assessment questionnaire. Assessment data was evaluated through pre-test and post-test analysis. Results revealed a statistically significant difference between pre- and post-test scores in both thinking and innovation skills, with the post-test score higher than pre-test score at a 0.01 level of significance. Findings revealed that online learning systems had a positive influence on students’ thinking and innovation skills.

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Abstract-The first component of learning skills and innovation in the 21st century is creativity and innovative skills. Methods supporting the development of both skills need to be created as a long-term plan and can bring out the benefit. The current education emphasizes on creating changes. To create changes, it is necessary to integrate modern teaching management with principles and theories of learning. The research on Virtual Learning Environment to Enhance 21st Century Skills in Creativity and Innovation of Higher Education Learners in ASEAN Cultural Community can be used to analyze about online learning using modern technology together with learning principles and theories to promote creativity and innovative skills of learners in the 21stcentury. Learning activities were developed to be interesting and challenging. Learners can access to learning sources easily and effectively. Activities were provided on Virtual Learning Environments (VLE) which can enhance students' learning and experience. Learning was not limited only to a classroom. It was open learning which allowed students to exchange information with instructors, foreign students, foreign friends, and local and international experts without the limit of time and place. Research tools included teaching plan emphasizing of creativity and innovative skills, the test of creativity and innovative skills, and a questionnaire for students. Data was analyzed quantitatively and qualitatively. The results showed that scores of creativity and innovative skills of a sample after studying were higher than that before studying with statistical significance at .05. The course was designed based on 7 steps of learning process: 1. Preparation 2. Identifying a topic or issue to be studied 3. Brainstorm 4. Creating innovation 5. Testing 6. Evaluation and 7. Presentation.