A Comparative Study of Online Entrepreneurship Education Platforms in Iranian and International Medical Sciences Universities and Providing Localization Strategies
Keywords:
Online education, localization, educational platform, University of Medical Sciences, entrepreneurshipAbstract
This study aimed to comparatively analyze online entrepreneurship education platforms in Iranian and leading international medical sciences universities and to propose practical localization strategies for improving entrepreneurship education within Iran’s higher health education system. The study adopted an applied descriptive–analytical design with a comparative approach. The research population consisted of entrepreneurship education platforms from four Iranian medical sciences universities (Tehran, Shiraz, Mashhad, and Tabriz) and four international universities (Harvard, Cambridge, Karolinska Institute, and the National University of Singapore). Platforms were compared across five dimensions: technical infrastructure, educational content, interactive capabilities, instructional methods, and support and evaluation systems. Data were collected through documentary analysis, a researcher-developed 35-item evaluation checklist, and semi-structured interviews with 15 experts. Quantitative data were analyzed using independent samples t-tests in SPSS, while qualitative interview data were analyzed through thematic analysis. Statistical analyses indicated significant differences between Iranian and international platforms across all evaluated dimensions. The overall performance gap was estimated at 30.2%. The smallest gap was observed in support and evaluation systems (17.5%), whereas the largest gaps appeared in innovative instructional methods (39.8%) and interactive learning features (38.1%). Comparative results demonstrated that Tehran University of Medical Sciences achieved the highest performance among Iranian institutions with a mean score of 3.65 out of 5. Qualitative findings further revealed that indigenous content development, enhancement of learner interaction, and technological infrastructure improvement were the most influential factors in reducing the identified gap. Iranian online entrepreneurship education platforms possess relatively adequate foundational infrastructures but require substantial advancement in pedagogical innovation and interactive learning design to reach global standards. Effective localization depends on developing health-focused local case studies, establishing national mentoring networks, investing in advanced educational technologies, and systematically adapting successful international experiences. Implementation of these strategies can strengthen entrepreneurial competencies among medical students and contribute to the development of a sustainable health innovation ecosystem.
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