Nowadays, in the digital age, automated software with machine learning and artificial intelligence is widely used in both business and everyday life, therefore it has to be used in education and achieving of its sustainability. The young generation makes extensive use of a wide range of software, so teaching with an auto-mated tool would be very attractive for students, but there is a need to increase teachers' digital skills and com-petencies. When studying entrepreneurship, students prefer innovative, practical teaching methods, involving automatic tools for validation of business idea feasibility.The aim of the study is to identify multidisciplinary and innovative educational approaches and techniques in entrepreneurship, containing training that uses automated software to test and improve the viability of students' business ideas.The authors followed the objectives of the Europe 2020 Strategy and the Entrepreneurship 2020 Action Plan. Digitalization creates and will create more and more possibilities in future to use automatic digital tools in edu-cation and solutions in form of artificial intelligence that might be scalable and widely applied for the distance learning as evidenced by the crisis caused by COVID-19.The research is based on existing researches and comparative analysis of teaching entrepreneurship, statistical data analysis and survey conducted by authors. Discussion on and identification of innovative learning and teach-ing techniques in entrepreneurship education is also included.

Nowadays young people and students to prefer paid jobs over setting up of their own businesses. One of the possible ways to increase entrepreneurial intentions is to develop new student-centered entrepreneurship teaching methods. Despite European Commission recognizes that current entrepreneurship education in the EU in general works well and produces positive outcomes in a form of higher probability of starting business, there is a ongoing discussion on necessity to use more student-centered teaching approaches. The aim of the study is to identify the teaching methods to increase entrepreneurial intentions of students. The article addresses theoretical aspects of the role of entrepreneurship education in society, as well methodologies exploited in business education and their features. The core part of the paper contains analysis of survey results conducted among students in higher education institutions in selected European countries from different European parts as well as identification of students-centered teaching methods in entrepreneurship. The research is based on literature analysis, quantitative survey, analysis of statistical data and reports on entrepreneurial activity, new students-centered teaching methods in entrepreneurship education.

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Over a year has passed since the beginning of Covid-19 pandemic and the introduction of measures to limit the spread of the pandemic in Latvia. These have resulted in changes in all spheres of young people's lives, including the way they study and exercise. This study examines the role of Generation Z physical activity as a means of maintaining the well-being of the emerging workforce and the choice of teaching methods by different age groups and genders as well as the finances spent on it. The research methods include critical content analysis of scientific literature on Generation Z, modern teaching methods and the role of physical activity in young people's lives as well as descriptive statistical data analysis of primary data obtained from a questionnaire. The authors found positive correlation between age, gender, the occurrence of depressing mood or anxiety and engagement in physical activity and also identified that Generation Z spends less financial resources for their physical activities and well-being insurance (e.g., the empirical study shows that 84% of respondents spend under 20 hours per month on physical activity, with Chi-Square test p = 0.001); additionally, the study shows that the use of such teaching methods as group work, seminars and webinars for promoting physical activities are efficient under the Covid-19 pandemic situation, except for responders aged 16 – 19, who do not enjoy seminars and conferences (p=0.002) and webinars (p=0.001), albeit other age groups do not mind these teaching methods as well as group work, as shown by Chi-Squared Test (p>0.05).

Models used in education that were exploited in the 20th century are now under revision, as educators attempt to identify what is suitable to be kept and what needs to be changed and redefined for the 21st century. There are wide discussions on how to appropriately adjust entrepreneurship education methods to the changing expectations of emerging generations. The goal of the study  is to identify  more appropriate teaching methods for entrepreneurship education in the case of Latvia, country that has had one of the highest entrepreneurial activity in the European Union for many years. Conclusion from the primary research done by authors is that sample of respondents representing Generation Z highly value the application and effectiveness of modern teaching methods in entrepreneurship studies, however, the evaluation of different methods differs significantly depending on the type of learning preferred.