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The so-called digital economy refers to an economic form that realizes high-quality economic development through rapid optimization and regeneration of digital resources via big data. With the progress of time, the economic landscape has undergone earth-shaking changes (Dai, 2023). Therefore, in order to effectively improve their employment competitiveness, college students majoring in liberal arts disciplines in the new era need to gradually enhance their innovation and entrepreneurship capabilities based on the digital economy environment. This not only promotes the development of the students themselves but also holds significant practical importance for national development (Udekwe & Iwu, 2024).
As a new economic and social form, the digital economy relies on the integration of big data, cloud computing, and other elements to promote the in-depth penetration of the Internet in all fields of economic and social life (Payne & Whitworth, 2022). Internet + innovation and entrepreneurship have attracted much attention, and the policy call for “mass entrepreneurship and innovation” has received a positive response (Schloemer & Schröder-Bäck, 2020). Strengthening innovation and entrepreneurship education, cultivating innovation and entrepreneurship thinking, and seizing the opportunity of industrial development are the requirements of the times put forward by the digital economy. College students majoring in liberal arts disciplines are among the most imaginative and creative core forces and are key drivers to promote supply-side structural reform and build an innovative country (Rikap & Flacher, 2020). Attaching importance to the cultivation of innovation and entrepreneurship targeted at college students in these fields is the focus of educational work to adapt to the current economic situation (Millson & Shockley, 2021).
Furthermore, under the wave of Internet +, the exploration of innovation potential of college students in liberal arts disciplines is not only a matter of individual development but also a requirement for the development of new economic forms and progress (Todorova, 2021). Establishing an evaluation system for innovative potential to improve the sustainability of innovative education models is important. Based on result-oriented exploration of college students' innovative potential in these fields, a professional innovation ability evaluation system was constructed to quantify it. Take the training goal of professional ability of liberal arts disciplines as the performance goal, and establish a performance module covering all subjects in the process of exploring innovation potential. Therefore, in the context of the spirit of the times of “mass entrepreneurship,” how to effectively tap the innovative potential of students in liberal arts disciplines, create a college education model that meets the innovative quality expectations of these students, and truly give play to their innovative spirit and practical ability has rich contemporary significance and offers proactive practical implications (Mohabuth, 2022).
Models have been cultivated and developed in parallel (Malhotra et al., 2022). Such education is related to the future of the country (Matas et al., 2020). In order to cultivate innovative and entrepreneurial talents, innovation and entrepreneurship education is closely linked with talent training (Inayat et al., 2021). It is widely valued and has affected the innovation and development higher education (L. Gao, 2021). It is important to establish an evaluation system with innovative potential to improve the sustainability of innovative education models. Based on the result-oriented exploration of college students' innovative potential, a professional innovation ability evaluation system was constructed to quantify it.