Technology-enhanced creativity and entrepreneurship curricula in higher education: Systematic review from the perspective of self-determination theory

• Educators used technologies to support the university entrepreneurship curricula. • Technology-enhanced entrepreneurship curricula support basic psychological needs. • Technology-enhanced entrepreneurship impacts creativity and entrepreneurship. Given the widespread application of educational technology and the changing demands for entrepreneurship driven by socio-economic development, higher education faces the need for reform and evolution in entrepreneurship education. Currently, researchers are utilising technologies to design entrepreneurship curricula for achieving various learning objectives in entrepreneurship education. Although research focusing on the impact of technology on students’ abilities and performance is common, there is little research that particularly investigates how to utilise technology to design entrepreneurship curricula that meet students’ specific psychological needs and integrate creative skills into the outcomes of the curricula. To fill this research gap, we selected 30 empirical studies for a literature review analysis and employed Self-Determination Theory as the framework to examine how the design of technology-enhanced entrepreneurship curricula meets students’ basic psychological needs, and to explore the impact of such curriculum design on students’ creativity and entrepreneurship development. The research findings indicate that technology-enhanced entrepreneurship curricula can meet students’ needs for autonomy, competence, and relatedness in different ways. These curricula are designed to effectively enhance students’ enthusiasm, motivation, and attitudes towards entrepreneurship, strengthen their willingness to start a business, and equip them with a range of entrepreneurial skills. Meanwhile, they stimulate students’ creativity and promote a tendency towards entrepreneurship. Our research findings also present challenges of technology-enhanced entrepreneurship curricula regarding students’ participation in learning and digital literacy. We proposed valuable insights for improving business practices in technology-enhanced entrepreneurship curricula.