Asnaf students, representing one of the most economically vulnerable groups, often face barriers such as

limited financial resources, lack of exposure to entrepreneurial ecosystems, and low confidence in pursuing

self-employment, which hinders their potential for upward socio-economic mobility. While existing initiatives

such as USIM’s Genba Bakery and the AsnafPreneur TAP program have introduced entrepreneurship pathways

for this group, most remain fragmented, short-term, and insufficiently integrated with practical market-oriented

skills. The absence of a structured, holistic approach to developing entrepreneurial competencies has created a

emphasizes sustainability by ensuring students acquire not only craft or business skills but also the resilience

and market awareness needed to thrive in competitive environments. Through hands-on practice, real-world

entrepreneurial projects, and continuous mentorship, the module aims to cultivate self-reliance, creativity, and

long-term business sustainability. Ultimately, the TRANS-ASNAF module seeks to transform the role of

education for asnaf students from a means of academic attainment into a vehicle for empowerment, financial

independence, and contribution to broader national goals of poverty alleviation and socio-economic inclusivity.

Entrepreneurship is increasingly acknowledged as a crucial factor in fostering socio-economic development,

especially among disadvantaged groups (Rizmi et al., 2023). In Malaysia, the asnaf community (those eligible

development of the TRANS-ASNAF module, a structured intervention aimed at equipping asnaf students with

entrepreneurial knowledge, skills and mindset. The module adopts a holistic approach, combining financial

literacy, entrepreneurial skill training, digital marketing, and practical exposure to real-world entrepreneurship.

This blended approach is intended to nurture resilience and foster self-reliance, enabling students to transition

from financial dependency toward sustainable entrepreneurship.

Numerous studies on asnaf millennials highlight the role of non-cognitive traits such as innovativeness,

internal locus of control, need for achievement, and proactive personality in shaping entrepreneurial attitudes

(Tengku Mohd Azizuddin et al., 2020). Similarly, religiosity, resource access, and opportunity recognition have

sustained action without complementary skills and systemic enablers.

Extending beyond personality-based insights, research among asnaf entrepreneurs in Kelantan indicates

uneven development of functional skills. While communication skills were reported as relatively strong,

financial literacy, technical know-how, marketing abilities, and networking capacities remain at moderate to

low levels (Yusoff et al., 2019). This evidence highlights a persistent skills gap that prevents asnaf

entrepreneurs from scaling their ventures. Yet, many of these studies rely on descriptive surveys without

embedding their findings into structured training or policy interventions. Consequently, the gap between

entrepreneurial intention and practice remains unresolved. What is missing is an integrated approach that links

personality strengths with targeted skill-building, ensuring that asnaf entrepreneurs can move beyond micro-

support (Abdul Qayyum et al., 2024). While these initiatives offer promising outcomes, they are often

localized, fragmented, and context-specific. Many lack rigorous evaluation frameworks, limiting the ability to

generalize results or replicate success across different institutions. Furthermore, these programs tend to operate

in silos, without embedding entrepreneurship education within a standardized curriculum that can be

systematically scaled across higher education contexts.

The literature underscores that effective entrepreneurship education for asnaf should not be one-dimensional. It

must combine personality development, functional skills training, and experiential learning, while being

supported by sustained mentorship. However, existing studies and interventions remain piecemeal focusing

either on traits, isolated skills, or small-scale pilot programs. While programs such as Genba Bakery and state-

level zakat initiatives demonstrate potential, there is a clear lack of a standardized, modular approach that

that integrates both theoretical knowledge and hands-on skills.

The proposed TRANS-ASNAF module adopts a mixed-method pedagogical approach that combines

experiential learning, mentorship, and reflective assessment to ensure both cognitive and behavioral

transformation among participants. This design aligns with best practices in entrepreneurship education, where

the integration of knowledge, skills, and attitudes is considered essential for cultivating entrepreneurial

capability (Fayolle & Gailly, 2015).

The first phase of the module will start with a comprehensive pre-assessment to capture participants’

entrepreneurial readiness. Validated instruments (as shown in table 1) will be adapted for this purpose. This

includes evaluating their knowledge of financial literacy, entrepreneurial orientation, and business planning

Following the assessment, participants will undergo a skills development course focusing on both Following

the evaluation, participants will take part in a skills enhancement program that emphasizes both technical

abilities such as craft-making, balloon arrangement, and digital business establishment, as well as soft skills

like communication, creativity, teamwork, and problem-solving.

implementing customer relationship techniques, equipping them with the necessary tools for market visibility

and competitiveness.

To enhance experiential learning, participants will take part in an entrepreneurship practicum, where they will

actively engage in real-world entrepreneurial activities, community markets, exhibitions, or small-scale

business simulations. This practicum will be facilitated under the mentorship of seasoned entrepreneurs and

facilitators, ensuring that participants acquire practical experience while receiving constructive feedback.

Additionally, the practicum fosters networking opportunities, connecting students to wider entrepreneurial

ecosystems.

The program will conclude with a post-assessment aimed at evaluating learning outcomes and transformation.

This assessment will involve measuring knowledge retention, entrepreneurial preparedness, enhancements in

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Moreover, this initiative can indirectly support SDG 4 (Quality Education) by promoting education that is

populations. Ultimately, the broader significance lies in fostering a culture of self-sufficiency and

empowerment, where education acts as a conduit between poverty reduction and sustainable economic

transformation.

In addition to skill development, the module focuses on transforming mindsets, fostering resilience, creativity,

and self-efficacy traits that are vital for sustainable entrepreneurship. This methodology ensures that students

are not just passive recipients of information but are engaged participants in their own journey towards

economic empowerment. Furthermore, by integrating the module into the higher education system, it enhances

the role of universities as catalysts for social innovation and inclusivity.

6. McGee, J. E., Peterson, M., Mueller, S. L., & Sequeira, J. M. (2009). Entrepreneurial self‐efficacy: Refining

the measure. Entrepreneurship Theory and Practice, 33(4), 965–988.

7. OECD. (2018). OECD/INFE toolkit for measuring financial literacy and financial inclusion. Paris: OECD

Publishing.

8. Razali Ade Syahputra, H., Abbas, G., Mudahiru, S., Muhammad, Z. & Hengchao, Z. (2024). Zakat and

poverty alleviation in Malaysia-A systematic review and bibliometric analysis. International Journal of