INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Improving Entrepreneurial Motivation and Character in Vocational
Education Students through Project-Based Digital Learning: A Case
in Merauke
Marten Memet
*
, Putu Sudira
Department of Technology and Vocational Education, Yogyakarta State University, Yogyakarta,
Indonesia
*
Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000519
Received: 28 June 2025; Accepted: 04 July 2025; Published: 18 November 2025
ABSTRACT
Vocational education plays a crucial role in preparing students not only for employment but also for
entrepreneurship. However, many vocational graduates, especially in remote areas like Merauke, lack
entrepreneurial motivation and character, limiting their potential to become job creators. This study aims to
examine the effectiveness of Project-Based Digital Learning (PBDL) in enhancing entrepreneurial motivation
and character among vocational students. A quasi-experimental approach with a non-equivalent control group
design was applied, involving 74 students from three vocational high schools in Merauke. The research was
conducted over three months, using pretest-posttest instruments including entrepreneurial motivation
questionnaires, entrepreneurial character observation sheets, and PBDL implementation observation forms.
Data were analyzed using paired sample t-tests and independent sample t-tests. The results showed that
students in the experimental group experienced significantly higher improvements in both entrepreneurial
motivation and character compared to the control group. These findings suggest that PBDL fosters active,
contextual, and digitally enriched learning environments that enhance autonomy, leadership, innovation, and
resilience. The study concludes that PBDL is a promising pedagogical model for entrepreneurship education,
particularly in underdeveloped regions. It recommends that vocational schools adopt PBDL to strengthen
entrepreneurial competencies and calls for future longitudinal and multi-regional studies to validate and
expand the findings theoretically and practically.
Keywords: Entrepreneurial motivation; enrepreneurship character; project-based digital learning; vocational
education
INTRODUCTION
Vocational education serves a dual responsibility in equipping students not only with job-specific
competencies but also with entrepreneurial capabilities essential for responding to the challenges of the
modern labor market (Billett, 2011; Clark & Winch, 2007; Prosser, 1950). In developing countries such as
Indonesia, vocational education is expected to address the high unemployment rate among young people by
preparing graduates to either enter the labor market or create their own employment through entrepreneurship
(Ibrahim & Nashir, 2022; Kibrit et al., 2022). However, this ideal is often unmet. In practice, many vocational
education graduates experience long waiting periods before securing employment, low absorption in the labor
market, and misalignment between the fields they studied and the jobs they obtain (Kurniawan et al., 2021;
Tran et al., 2020). Even more concerning is the extremely limited number of graduates who opt to become
entrepreneurs. This problem is notably more pronounced in remote or rural areas such as Merauke, where
economic infrastructure and access to resources are limited, making entrepreneurship both more necessary and
more difficult (Doan & Phan, 2020; Ephrem et al., 2019; Pranić, 2023). If left unaddressed, the low rate of
entrepreneurship among vocational graduates may lead to persistent unemployment, increased poverty, and a
long-term socio-economic imbalance, especially in underdeveloped regions (Anggadwita et al., 2017; Martono
et al., 2022).
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This critical issue is strongly linked to the insufficient development of entrepreneurial motivation and character
among vocational students (Kisubi et al., 2021; Triyono et al., 2023). Entrepreneurial motivation refers to the
intrinsic drive to engage in entrepreneurial activities, while entrepreneurial character encompasses persistence,
creativity, initiative, and risk-taking attitudes (Guo & Wang, 2021; Jaedun et al., 2024; Utami & Hitipeuw,
2019). Numerous studies affirm the significance of these two psychological dimensions in predicting
entrepreneurial intentions and behaviors among youth. For instance, research by Mahfud et al. (2020),
confirms that strong entrepreneurial self-efficacy and motivation significantly influence students’ intentions to
pursue self-employment. Similarly, Hoang et al. (2021) and Rahmawati et al. (2022), emphasize that without
strong entrepreneurial character traits, vocational students are unlikely to sustain entrepreneurial efforts even
when exposed to business opportunities. Yet, vocational students in remote areas like Merauke often display
low levels of entrepreneurial motivation and character due to limited exposure to entrepreneurial role models,
inadequate contextual learning environments, and a lack of supportive policies or ecosystems (Selfina Pare,
2021). If the lack of entrepreneurial drive and resilience continues, it will further perpetuate the cycle of
dependency on limited job availability, resulting in structural unemployment and wasted vocational potential.
The root cause of these challenges lies in the prevailing instructional climate within vocational schools, which
often fails to activate or cultivate students’ entrepreneurial competencies (Kholifah et al., 2022; Mahfud et al.,
2020; Mutohhari et al., 2023a). The learning environments are typically dominated by rigid, teacher-centered
instruction with a heavy focus on technical skills, leaving little room for exploration, innovation, or real-world
problem-solving (Nurtanto et al., 2021; Techanamurthy et al., 2020). The models of instruction employed tend
to be conventional and disconnected from entrepreneurial realities, thereby stifling students’ creative potential
and motivation to initiate ventures (Sutiman et al., 2022). Furthermore, interactions between teachers and
students, as well as among students themselves, are often limited and transactional, focused primarily on
content delivery rather than collaboration and critical thinking (Fawaid et al., 2022; Mahfud et al., 2020). This
lack of interactive and stimulating pedagogical methods significantly hampers the development of soft skills,
including those necessary for entrepreneurship (Akhter et al., 2022; Hassan et al., 2021). In particular, the
failure to embed entrepreneurship into the learning climate, especially in geographically isolated regions, has
led to disempowered learners who are not equipped to become active economic agents in their communities
(Cai et al., 2021).
To address this issue, there is a growing consensus among education researchers and practitioners that project-
based learning (PjBL) offers an effective pedagogical strategy for enhancing entrepreneurial motivation and
character in vocational students (Fan et al., 2021; Laptev & Shaytan, 2022). Project-based learning emphasizes
student-centered activities that involve planning, implementing, and presenting solutions to real-world
problems, which naturally cultivates entrepreneurial traits such as autonomy, creativity, leadership, and
perseverance (Tomaselli et al., 2022). Empirical evidence supports this claim. For example, a study by
(Mutohhari et al. (2023) and Sudira et al. (2022), found that PjBL significantly enhances entrepreneurial
attitude and initiative among vocational students. Furthermore, the integration of digital technologies into
project-based learning, commonly referred to as project-based digital learning (PBDL), can further amplify its
benefits. Digital tools allow for greater flexibility, personalization, and access to real-time data, enabling
students to interact more deeply with authentic business challenges and environments (Barbosa et al., 2024;
Haryanto et al., 2021; Zen et al., 2022). In the context of remote vocational schools like those in Merauke,
digitalization makes it possible to bridge physical distances and bring learners closer to industry mentors,
business simulations, and entrepreneurial networks (Fan et al., 2021; Selfina Pare, 2021). PBDL also promotes
a future-oriented learning approach that is adaptive to Industry 4.0 and Society 5.0 challenges, fostering
resilience and readiness among learners to become job creators rather than job seekers (Jaedun et al., 2024).
In light of the problems and potential solutions described above, it becomes clear that vocational education,
especially in peripheral regions, must adopt innovative instructional models that are grounded in real-world
relevance and technological advancement. The synthesis of project-based learning with digital tools presents a
promising avenue to invigorate students’ entrepreneurial motivation and character. Such an approach not only
addresses the cognitive and emotional dimensions of entrepreneurship but also fosters learning experiences
that are meaningful, interactive, and empowering. This study, therefore, aims to explore and evaluate the
effectiveness of project-based digital learning in improving entrepreneurial motivation and character among
vocational education students in Merauke. By focusing on a marginalized context where these issues are most
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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acute, this research seeks to offer practical and scalable insights into how digital pedagogies can transform
vocational education into a more responsive and empowering system for future entrepreneurs.
METHOD
This study uses a quasi-experimental approach that aims to test the effectiveness of project-based digital
learning (PBDL) in improving entrepreneurial motivation and character in vocational education students in
Merauke Regency. In this case, two different groups already existed, so to anticipate bias in the data produced,
we used a non-equivalent group quasi-experimental design adopted from Campbell & Stanley (1963). We
consider this design because of its rationality, and the level of accuracy that can prevent bias in treatment and
measurement results, because it is carried out without randomizing existing groups (Kohan et al., 2024). This
research approach and design are translated into 5 main stages: identification and focus, pretest
implementation, treatment, posttest implementation, interpretation and conclusions. The study was conducted
over a period of approximately three months, starting from the end of Early February to Early May 2025. The
treatment process took place in four meetings in accordance with the 50% allocation of practical learning time
in entrepreneurship learning.
Three vocational high schools (VHS) were involved in this study, in which all schools had two classes in the
same current year with similar characteristics of entrepreneurship learning. The selection of VHS was also
based on several other considerations to ensure the rationality and scientificity of the data without violating
ethical procedures in the entire research process. First, the three schools are VHS, which has been accredited
A, which is in line with what was proposed by Zilic (2018), that equality of ranking and standardization is one
aspect that can increase the rationality of quasi-experimental research. Second, the two classes that are
studying entrepreneurship in each school are taught by the same teacher. Third, the availability of digital
infrastructure and its accessibility are considerations to ensure that PBDL can be implemented by students and
teachers in the Entrepreneurship subject. Finally, the partnership between VHS and the world of work and
business that has been running for more than five years is the main consideration to ensure the relevance of
learning to actual work conditions (Rohm et al., 2021). A total of 74 students and three teachers were involved
in a series of research processes, which were divided into two control classes and two experimental classes.
Before deciding on the involvement of all participants, we ensure their legality through adequate licensing
procedures.
Throughout the study, we used several data collection techniques to ensure a high level of accuracy and meet
the adequacy of data to answer the stated research objectives. At the pretest stage, we involved a motivation
questionnaire and an entrepreneurial character observation sheet to measure the initial abilities of both. This
questionnaire and observation sheet became the basis for obtaining an initial picture and analyzing the
equilibrium between groups (control and experiment) as a requirement for the non-equivalent group quasi-
experimental design to be carried out. We also used a questionnaire and observation sheet to measure the
motivation and entrepreneurial character values at the posttest stage. During the implementation of PBDL, we
used observation techniques to observe and ensure the implementation of the stages and elements of PBDL in a
series of entrepreneurship learning implementations. Therefore, the data collection instruments that we used
included an entrepreneurial motivation questionnaire, and an entrepreneurial character observation sheet and
the implementation of PBDL. Table 1 explains in detail the blueprint for both instruments in this study.
Table 1 Blueprint of Questionaire Instrument
Instrument
Indicator
Operational
Entrepreneurial
motivation
questionnaire
(Fawaid et al., 2022)
Financial desire
the urge to be financially self-sufficient and not rely on others.
Need for achievement
The drive to succeed and be recognized in the business field.
Self-Actualization
The intention to express ideas, talents, & interests through
business.
Autonomy & freedom
The need to manage one’s own time, goals, and strategies.
Social impact
Intention to create jobs and have a positive social impact
Entrepreneurship
character
Self-confidence
Confidence in one’s own abilities and decision-making.
Innovation
Ability to generate new ideas and improve products or services.
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observation sheet
(Mutohhari et al.,
2023)
Goal orientation
Setting high goals and striving to achieve them effectively.
Resilience
Ability to endure failure and continue trying
Leadership
Ability to lead a team, delegate tasks, and establish systems
Adaptability
Flexibility to adjust to changes in the market or technology
PBDL
implementation
observation sheet
(Haryanto et al.,
2021; Sudira et al.,
2022)
Problem orientation
Asking questions about contextual issues or problems using
digital technology
Project planning &
design
Designing projects, defining learning objectives, assigning
roles, and developing work plans and project schedules
collaboratively.
Investigation &
exploration
Conduct in-depth exploration and data/information collection
through digital sources, observations, or online interviews.
Project development
Develop solutions/prototypes/project works assisted by digital
tools.
Collaboration &
communication
Share progress and work results among team members,
including teachers and experts.
Reflection & feedback
Evaluate the learning process, obstacles faced, and self and
team evaluation, both individually and collectively.
The collected data were analyzed using t-test with two different specific methods. First, to test the
effectiveness of PBDL in increasing entrepreneurial motivation and entrepreneurial character, it is necessary to
look at the trend of differences in the average pretest-posttest scores in each class, both in the experimental
class and the control class. In this case, the paired sample t-test is the most appropriate method in terms of
accuracy and suitability of the results. In addition, the normality that is met in the data provides an opportunity
for this testing method to be used more rationally (Reid, 2014). After seeing the trend of the differences, the
independent sample t-test was then used to test the difference in the average posttest scores of collaboration
and communication skills between the experimental class and the control class. The provision is, if the
significance value (p) is below or equal to a significance level of 5% (p ≤0.050), which indicates that the
experimental class has a higher average value, then the hypothesis is accepted, or in other words there is a
difference in the average posttest score between the two classes. The homogeneity standard that is met
provides an opportunity for this testing method to be carried out (Johnson & Wichern, 2007).
RESULT
Analysis Prerequisite Test
Prerequisite analysis test was conducted to determine whether the data were normally distributed and had
homogeneous variance as a requirement to perform paired sample t-test and independent sample t-test. The
analysis prerequisite test contains tests for data normality and homogeneity of variance. The analysis
prerequisite test was carried out using SPSS V 21 software. The results of the data normality test are shown in
table 2 below.
Table 2 Normality test result
Variable
Pre-test p Value
Decision
Post-test p Value
Decision
Experiment
Control
Experiment
Control
Entrepreneurial motivation
0,166
0,121
Normal
0,224
0,214
Normal
Entrepreneurship character
0,180
0,196
Normal
0,147
0,206
Normal
Based on the results of the data normality test using the Kolmogorov Smirnov formula, the significance value
in each class was greater than 0.050 at a significance level of 5%, so it can be concluded that the data is
normally distributed. After the data is known to be normally distributed, then the homogeneity of variance test
is then carried out. Based on the results of the homogeneity of variance test, it is known that the significance
value for all variables is greater than 0.050 at a significance level of 5%, so it can be concluded that the
variance of the experimental class posttest data and control class posttest data on the collaboration and
communication skill variables is the same or homogeneous. The results of the homogeneity test are shown in
table 3 below.
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Table 3 Homogenity test results
Variable
Df1
Df2
Sig
Dec.
Entrepreneurial motivation
1
72
0,286
Homogeneous
Entrepreneurship character
1
72
0,231
Homogeneous
The effectiveness of project-based digital learning in improving entrepreneurial motivation and
entrepreneurship character
Before assessing the effectiveness of the Project-Based Digital Learning (PBDL) model in improving students’
entrepreneurial motivation and entrepreneurship character through inferential statistical analysis using t-tests, it
was essential to first conduct an initial equivalence test on both skill variables between the experimental and
control groups. This preliminary step aimed to ensure that both groups had comparable levels of initial ability
prior to the implementation of the intervention, thereby allowing any subsequent differences in outcomes to be
more confidently attributed to the PBDL treatment rather than to pre-existing disparities. The equivalence test
was carried out using an independent sample t-test, which is a commonly used method to compare the means
of two separate groups. The results of this analysis indicated that the significance values for both
entrepreneurial motivation and entrepreneurship character were greater than 0.05, suggesting that there were
no statistically significant differences in the pretest scores between the experimental and control classes. These
findings confirm that the two groups were balanced in terms of their initial skill levels, which validates the
appropriateness of proceeding with the effectiveness testing phase. The confirmation of this baseline
equivalence is critical in quasi-experimental designs, especially those employing non-randomized groups, as it
helps to ensure the internal validity of the study. The detailed results of the equivalence test, including the
degrees of freedom, mean scores, t-values, and significance levels, are presented in Table 4 of the findings
section.
Table 4 Initial Ability Test Result
Variabel
Experiment
Control
t Value
Sig
Decision
Df
Mean
Df
Mean
Entrepreneurial motivation
35
28,12
35
27,98
0,920
0,254
Balanced
Entrepreneurship character
35
34.64
35
34.21
1,008
0,204
Balanced
Following the completion of the initial ability testing, the next crucial step in the research process was the
implementation of the Project-Based Digital Learning (PBDL) model as an instructional treatment for the
experimental class. PBDL in the Entrepreneurship subject at Vocational High Schools (VHS) is designed to
enhance students' entrepreneurial motivation and strengthen their entrepreneurial character through contextual,
active, and technology-based learning. This learning process is carried out four structured sessions following
six main stages. In the first stage, problem orientation, students are encouraged to identify entrepreneurship-
related issues that are contextually relevant to their surroundings, such as creating job opportunities or
initiating independent businesses, by utilizing digital technology such as online forums, inspirational videos,
and case studies. In the project planning & design stage, students collaboratively design business projects,
define learning objectives that reflect their need for achievement and self-actualization, assign roles based on
individual strengths and interests, and develop work plans using digital tools. This stage fosters financial drive,
achievement motivation, and a sense of autonomy in decision-making.
In the investigation & exploration stage, students conduct digital research to develop creative business ideas,
reflecting dimensions of innovation and goal orientation. They are also required to perform market surveys,
virtual interviews with entrepreneurs, and online market observations to deepen their understanding of
business opportunities and demands. During the project development stage, students create business prototypes
and digital promotional content, demonstrating leadership, resilience in overcoming challenges, and
adaptability to technology and market changes. The projects also serve as a platform for students to express the
social impact of their business ideas, such as contributing to the environment or local community. In the
collaboration & communication stage, students share their project progress and challenges with team
members, teachers, and business partners through virtual discussions, thus enhancing self-confidence and
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teamwork skills. Finally, the reflection & feedback stage allows students to evaluate the learning process,
identify their strengths and obstacles, and receive constructive feedback for personal and professional growth.
Overall, the implementation of PBDL effectively fosters students’ entrepreneurial motivation and character
development through active, reflective, and digitally supported learning aligned with the demands of
contemporary entrepreneurship. The outcomes of this paired sample t-test are comprehensively presented in
Table 5 and serve as the basis for evaluating the significance of improvement observed in the experimental
class following the PBDL intervention.
Table 5 Paired Sample T-Test Result
Variabel
Pre. – Post. Experiment
Pre. – Post Control
Mean Diff.
t Value
Sig
Mean Diff.
t Value
Sig
Entrepreneurial motivation
-18,261
-11,806
0,000
-9,102
-5,160
0,000
Entrepreneurship character
-21,016
-12,924
0,000
-10,780
-5.854
0,000
Based on the results of the paired sample t-test, the significance values for the pretest-posttest pairs in the
experimental class for both entrepreneurial motivation and entrepreneurship character were 0.000 (p ≤ 0.05),
indicating a statistically significant improvement in students’ motivation and character after receiving the
Project-Based Digital Learning (PBDL) treatment. This outcome confirms that the implementation of PBDL
had a meaningful and positive effect on enhancing these variables, thereby supporting the first research
hypothesis. Following the confirmation of significant within-group improvement, an independent sample t-test
was conducted to compare the posttest mean scores between the experimental class and the control class. This
analysis aimed to determine whether the observed improvements in the experimental group were significantly
greater than those in the control group, with detailed results presented in Table 6 below.
Table 6 Independent Sample T-Test Result
Variable
Mean difference
t Value
Sig.
Entrepreneurial motivation
9,159
8,164
0,000
Entrepreneurship character
10,236
10,010
0,000
Based on the results of the independent sample t-test, the significance values for both collaboration and
communication skills were found to be 0.000 (p ≤ 0.05), indicating a statistically significant difference in the
mean scores between the experimental class, which received the Project-Based Digital Learning (PBDL)
treatment, and the control class, which did not. These results confirm that students in the experimental group
outperformed those in the control group in both variable areas following the intervention. The significantly
higher average scores in the experimental class demonstrate the effectiveness of the PBDL model in fostering
students’ entrepreneurial motivation and entrepreneurship character, thus providing empirical support for the
second hypothesis of the study.
DISCUSSION
The key findings of this study confirm that the Project-Based Digital Learning (PBDL) model is significantly
effective in improving entrepreneurial motivation and character among vocational education students in
Merauke. The results of both the paired-sample t-test and independent-sample t-test revealed substantial
increases in these two variables following the implementation of PBDL, both within the experimental group
and when compared to the control group. These findings theoretically reinforce the notion that project-based
learning fosters active student engagement in the learning process and provides ample space for developing
soft skills, including intrinsic motivation and character traits such as leadership, resilience, and adaptability
(Ngereja et al., 2020; Rahman et al., 2022). Motivational dimensions such as the need for achievement, self-
actualization, and social impact were also observed to improve during digital interaction and project
exploration phases. These outcomes are consistent with Self-Determination Theory, which posits that learning
environments supporting autonomy, competence, and relatedness are likely to enhance students’ intrinsic
motivation, particularly when they engage in meaningful tasks like designing entrepreneurial projects (Licardo
& Schmidt, 2016).
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From the perspective of entrepreneurial learning theory, PBDL can be viewed as an experiential approach that
enables learning through cycles of exploration, action, reflection, and evaluation (Basilotta Gómez-Pablos et
al., 2017; Nurdiansah et al., 2021). The findings of this study contribute a new dimension by integrating
digitalization as a reinforcing element that allows students in remote regions like Merauke to access data,
opportunities, and networks that are otherwise inaccessible through conventional learning. This is particularly
important because, as Selfina Pare (2021) highlighted, one of the major barriers to entrepreneurship in
underdeveloped regions is the lack of access to information and markets. Therefore, digitalization in PBDL not
only strengthens the quality of instruction but also broadens the scope of entrepreneurial experiences in ways
that are more contextual and authentic. Components such as reflection and feedback in the PBDL
implementation also strengthen students’ metacognitive awareness in assessing their readiness as future
entrepreneurs, which aligns with the findings of Jaedun et al. (2024) regarding the development of
interpersonal competencies in vocational education.
Nevertheless, these promising results are not without critique and ongoing debate in the literature. Several
studies suggest that the success of PBDL is highly contingent on factors such as infrastructure readiness,
teacher capacity, and the collaborative culture within schools (Rohm et al., 2021; Laptev & Shaytan, 2022). In
the context of Merauke, although the participating schools had the necessary facilities and partnerships with
the business sector, it is important to acknowledge that replicating this success in other underdeveloped regions
may not be straightforward, especially where digital infrastructure is lacking (Khoo et al., 2024). Moreover,
critics argue that project-based learning approaches can lead to cognitive overload among students with limited
academic backgrounds, or create disparities in participation levels during team-based tasks (Bican & Brem,
2020; Sahut et al., 2021). In this study, it remains unclear to what extent each student experienced equitable
learning opportunities within their project teams. Thus, these findings must be interpreted with caution,
highlighting that the effectiveness of PBDL also depends on inclusive instructional design, appropriate
formative assessment mechanisms, and sufficient teacher training to ensure that the approach is responsive to
both local contexts and individual student needs.
The implications of this study are both practical and theoretical. Practically, the findings urge vocational
schools, especially those in disadvantaged, remote, or frontier regions, to consider integrating PBDL into their
entrepreneurship curricula as a strategy to overcome the low levels of entrepreneurial motivation and character
among students. Schools must strengthen partnerships with industry, and at the same time enhance digital
literacy among both teachers and students, to optimize the implementation of this learning model.
Theoretically, this study extends the growing body of literature on the effectiveness of project-based learning
in vocational education by underscoring the vital role of digitalization in strengthening pedagogical processes.
It also opens new avenues for further research to explore other dimensions of entrepreneurial learning
outcomes, such as self-efficacy, entrepreneurial intention, or the sustainability of student-led ventures after
graduation. Longitudinal studies are also needed to assess the long-term impacts of PBDL and to validate the
generalizability of these findings across cultural and vocational domains. In sum, this research lays a promising
foundation for formulating vocational education policies that are adaptive, contextualized, and digitally
enriched—ultimately aiming to cultivate a generation of young entrepreneurs who are resilient, innovative, and
locally and globally relevant.
CONCLUSION
This study concludes that the implementation of Project-Based Digital Learning (PBDL) significantly
improves both entrepreneurial motivation and character among vocational education students in Merauke.
Empirical evidence demonstrates that students who participated in PBDL-based instruction outperformed those
in the conventional learning group in terms of financial drive, autonomy, social impact, leadership, resilience,
and adaptability. These findings validate the integration of technology-driven project learning as an effective
approach to enhancing entrepreneurship-related competencies, particularly in underdeveloped or remote
educational settings. However, the study has limitations, notably the short intervention period, the limited
number of participating schools, and its focus on one geographic region, which may constrain the
generalizability of findings. Therefore, future studies should apply longitudinal designs and explore multi-
regional samples to examine long-term impacts and cross-contextual applicability. Practically, this research
recommends vocational schools and policymakers adopt PBDL as a pedagogical strategy to strengthen
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entrepreneurship education, especially in disadvantaged areas. Theoretically, it contributes to the growing
literature by emphasizing the interplay between digital learning environments and entrepreneurial
development. Overall, this study supports the call for more contextualized, interactive, and future-oriented
learning models to better equip vocational students as job creators in the evolving economic landscape.
ACKNOWLEDGMENT
The heading of the Acknowledgment section and the References section must not be numbered.
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