Developing A Training Curriculum with Social Listening and Active Learning for Mid-Career Workers’ Entrepreneurial Skills

Abstract

This study aimed to develop, implement, and evaluate a training curriculum that integrates social listening tools with active learning approaches to enhance the entrepreneurial skills of mid-career workers within the context of continuing and distance education. Employing a research and development (R&D) framework, the study was conducted in four phases. First, a needs assessment with 286 mid-career workers and 18 key informants identified entrepreneurial challenges, expectations, and learning preferences. Second, curriculum design was informed by a systematic literature review of international databases (Scopus, ERIC, and Project Muse) and validated by experts to ensure academic rigor and practical relevance. Third, pilot implementation with three participant groups (n = 9, 15, and 30) enabled iterative refinement. Finally, a summative evaluation with 30 participants tested curriculum effectiveness and reliability. Data collection tools included surveys, semi-structured interviews, achievement tests, curriculum evaluation forms, and satisfaction scales. Analyses employed descriptive statistics, dependent sample t-tests, E1/E2 efficiency indices, KR-20, and Cronbach’s alpha. Results showed statistically significant improvements (p < .001) in entrepreneurial knowledge, skills, and attitudes, with high efficiency and satisfaction (M = 4.63). By integrating digital technologies with active learning, this study contributes to distance education literature by providing a validated curriculum model that supports mid-career workers’ lifelong learning and sustainable workforce development.