Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1969 https://internationalpubls.com Data Analysis of Light Vehicle Engineering Graduates in Tulungagung and Trenggalek to Assess the Importance of Entrepreneurship Education in Vocational High Schools Mohammad Errik Maulana1, Hakkun Elmunsyah2, Yoto3, Nunung Nurjanah4 1,2,3,4Doctor of Vocational Education Study Program, Graduate School, Universitas Negeri Malang, Indonesia Email: 1mohammad.errik.2205519@students.um.ac.id, 2hakkun@um.ac.id, 3yoto.ft@um.ac.id, 4nunung.nurjanah.ft@um.ac.id Article History: Received: 20-01-2025 Revised: 15-02-2025 Accepted: 21-03-2025 Abstract: Entrepreneurship education in Vocational High Schools (VHS) is the main focus to improve the quality of graduates, equipping them with the skills to innovate and adapt in the dynamic world of work. This study aims to assess the importance of entrepreneurship education in VHS through data analysis of graduates of Light Vehicle Engineering in Tulungagung and Trenggalek. This research uses a qualitative approach with a multi-site study, involving observation, documentation, and interviews with various stakeholders in the relevant VHS. The findings indicate that entrepreneurship education in VHS has a beneficial effect on enhancing students' critical and creative thinking abilities. The data from Public VHS 1 Pagerwojo Tulungagung, Public VHS 3 Boyolangu, and Public VHS 1 Trenggalek over the past three years indicate an increase in the number of graduates who have chosen to pursue an entrepreneurship-related path, which reflects the success of this program. Nevertheless, challenges such as educators' lack of understanding and limited resources still require attention. This research proposes enhanced training for educators, the development of more adequate resources and facilities, and an expansion of partnerships with local industries and businesses. Consequently, the quality of entrepreneurship education at VHS can be enhanced, preparing more students to succeed in entrepreneurship and contribute to the local economy. Keywords: Entrepreneurship, VHS, Graduate. 1. Introduction Entrepreneurship education in VHS has become a primary objective in the initiative to enhance the quality of graduates in Indonesia. The objective of entrepreneurship education is to equip students with the relevant skills to navigate the dynamic world of work. This provides an essential foundation for students to develop the capacity for innovation and adaptation (Vías & Rivera-Cruz, 2020; Hu et al., 2021). This program is integrated into the VHS curriculum with the objective of preparing students for both immediate employment and the creation of new jobs. In various regions of Indonesia, VHS has initiated the implementation of entrepreneurship education through a range of approaches, encompassing both theoretical instruction and practical project-based learning. The observed increase in student interest in entrepreneurship indicates a promising potential for further development (Nabi et al., 2018; Veljkovic et al., 2019). Consequently, it is crucial to gain insight into the manner in which entrepreneurship education is operationalized and its impact on VHS graduates. mailto:mohammad.errik.2205519@students.um.ac.id mailto:hakkun@um.ac.id mailto:yoto.ft@um.ac.id mailto:nunung.nurjanah.ft@um.ac.id Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1970 https://internationalpubls.com There has been a notable surge in the number of VHS graduates pursuing entrepreneurial endeavors in various regions, including Tulungagung and Trenggalek. A review of data from Public VHS 1 Pagerwojo Tulungagung, Public VHS 3 Boyolangu, and Public VHS 1 Trenggalek over the past three years reveals a consistent increase in the number of graduates opting for an entrepreneurial career path. Notwithstanding some fluctuations, interest in entrepreneurship remains high, reflecting the success of entrepreneurship education programs in these schools. This trend indicates that VHS graduates are increasingly viewing entrepreneurship as a promising career path with the potential to offer both financial and personal fulfillment. Entrepreneurship education serves not only to cultivate business acumen but also to foster critical and creative thinking skills (Bell & Bell, 2020; Boldureanu et al., 2020; Zheng, 2024). Consequently, entrepreneurship education at VHS plays a pivotal role in nurturing a more self-reliant and innovative younger generation. While there are numerous advantages to be derived from entrepreneurship education in VHS, there are also obstacles that must be surmounted to achieve the most favorable outcomes. One of the primary challenges is the lack of understanding and expertise among educators, who frequently lack sufficient entrepreneurial backgrounds (Berliawan et al., 2024). Furthermore, the scarcity of resources and facilities in numerous VHS represents a considerable obstacle (Ariffin et al., 2020; Sriwahyuni et al., 2023). A significant number of educational institutions lack access to contemporary instructional materials, business software, and entrepreneurship laboratories that are essential for experiential learning (Weiming et al., 2016). Additional challenges include the absence of collaborative arrangements with local industries and businesses (Putra et al., 2021) and constrained financial resources for entrepreneurship program development (Isaga, 2019; Mohammadali & Abdulkhaliq, 2019). These factors collectively contribute to the suboptimal quality and efficacy of entrepreneurship education in VHS. It is therefore imperative to undertake a research project with the title "Data Analysis of Light Vehicle Engineering Graduates in Tulungagung and Trenggalek to Assess the Importance of Entrepreneurship Education in VHS" in order to evaluate and understand the various aspects of this entrepreneurship education. The objective of this study is to identify entrepreneurial trends among VHS graduates, evaluate the positive impact of entrepreneurship education on students' skills and readiness, and assess the contribution of such education to the local economy. Furthermore, this research will examine the challenges encountered in the implementation of entrepreneurship education and identify effective solutions. The results of this study are expected to provide in-depth insights and practical recommendations for policymakers, educators, and other stakeholders to enhance the quality of entrepreneurship education in VHS, thereby increasing the number of students who are prepared and capable of succeeding in entrepreneurship. 2. Methods This research is a qualitative study with a multi-site design. In alignment with the qualitative approach and the nature of a multi-site study, the researcher aims to examine the context and variation between VHS through data on graduates of Light Vehicle Engineering in Tulungagung and Trenggalek. This assessment is intended to determine the significance of entrepreneurship education in VHS and identify the optimal entrepreneurship education model in the Light Vehicle Engineering Expertise Concentration that can be effectively implemented in VHS. The data for this study were collected from Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1971 https://internationalpubls.com the following sources: the vice principal for curriculum, the vice principal for community relations, the head of BKK, the head of the Light Vehicle Engineering Specialization Concentration, entrepreneurship teachers, and students. This study employed three data collection techniques: observation, documentation, and interview. These techniques were used to enhance the rigor of the data collection process. To gain insight into the implementation of entrepreneurship education at VHS, direct visits were conducted at three selected locations: Public VHS 1 Pagerwojo Tulungagung, Public VHS 3 Boyolangu, and Public VHS 1 Trenggalek. The documentation in this study is comprised of documents and archives from the school, as well as photographs of entrepreneurship education learning activities at the three VHS. Interviews were conducted in accordance with the established guidelines and grids, and the resulting data will be submitted to informants for their input. The interview questions focused on four key areas: (1) trends in entrepreneurship among VHS graduates; (2) the positive impact of entrepreneurship education; (3) the contribution of entrepreneurship education to the local economy; and (4) the challenges associated with implementing entrepreneurship education. The data analysis technique employed in this study was conducted in four stages: data collection, data reduction, data presentation, and conclusion drawing or verification. Moreover, the veracity of the data was validated through source triangulation, a technique employed to ascertain the reliability of information obtained from six key informants. These individuals played pivotal roles in the implementation of entrepreneurship education, including the vice principal for curriculum, the vice principal for community relations, the head of BKK, the head of the Light Vehicle Engineering Expertise Concentration, entrepreneurship teachers, and students. Moreover, triangulation techniques are employed to corroborate data from the same source but obtained through disparate techniques, namely observation, interviews, and supported by corroborating documentation. 3. Results and Discussion The VHS in Tulungagung and Trenggalek has introduced an entrepreneurship education module into its curriculum for students pursuing a concentration in Light Vehicle Engineering. This represents a strategic initiative designed to address the challenges posed by an increasingly competitive job market and to provide students with a broader range of career options. The results of research conducted at Public VHS 1 Pagerwojo Tulungagung, Public VHS 3 Boyolangu, and Public VHS 1 Trenggalek indicate that entrepreneurship education has had a positive influence, encouraging many graduates to establish their own businesses. Furthermore, entrepreneurship education has a profound impact on the development of life skills, enhanced self-confidence, and a notable contribution to the local economy. However, the implementation of this program is not without challenges that must be addressed to achieve optimal results. Entrepreneurship Trends among VHS Graduates Entrepreneurship education in VHS has become a significant component of the preparation of students for the dynamic and competitive world of work. In some areas, such as Tulungagung and Trenggalek, the integration of entrepreneurship education into the VHS curriculum has yielded encouraging outcomes. An analysis of data on VHS graduates over the past three years reveals an interesting trend in students' career choices, particularly in regard to entrepreneurship. This trend reflects a shift in Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1972 https://internationalpubls.com perspective among graduates who increasingly view entrepreneurship as a viable and fulfilling career path. Students who have participated in the entrepreneurship program at VHS demonstrate a higher success rate in establishing and managing their own ventures (Furdui et al., 2021; Adeniyi et al., 2022). Furthermore, the program facilitates the development of soft skills, including creativity, leadership, and adaptability, which are highly valued in the business world (Vodă & Florea, 2019; Pardo-Garcia & Barac, 2020). As illustrated in Table 1, which presents data on student graduation rates for the Light Vehicle Engineering Concentration of Expertise over the past three years. Table 1. Data of Student Graduates of Light Vehicle Engineering Concentration of Expertise School Year Continu ed Appropri ate Unapriori ate Entrepren eur ASN/ Unkno wn Total f (%) f (%) f (%) f (%) TNI/ f (%) f (%) Polri f (%) Public VHS 1 Pagerwojo Tulungag ung 2020/ 10 74 9 10 2 18 123 2021 (8,13) (60,16) (7,32) (8,13) (1,63) (14,63) -100 2021/ 20 83 12 15 1 24 155 2022 (12,9) (53,55) (7,74) (9,68) (0,65) (15,48) -100 2022/ 15 58 7 12 0 40 132 2023 (11,36) (43,94) (5,3) (9,09) 0 (30,4) -100 Public VHS 3 Boyolangu 2020/ 15 80 9 14 2 24 144 2021 (10,42) (55,56) (6,25) (9,72) (1,39) (16,66) -100 2021/ 18 76 12 12 1 26 145 2022 (12,42) (52,42) (8,27) (8,27) (0,68) (17,94) -100 2022/ 11 63 30 13 0 21 138 2023 (7,98) (45,65) (21,74) (9,42) 0 (15,21) -100 Public VHS 1 Trenggale k 2020/ 35 86 8 11 0 0 140 2021 -25 (61,43) (5,72) (7,85) 0 0 -100 2021/ 12 57 58 12 0 0 139 2022 (8,69) -41 (41,73) (8,63) 0 0 -100 2022/ 24 26 27 12 1 45 135 2023 (17,78) (19,26) -20 (8,88) (0,75) (33,33) -100 A review of data from Public VHS 1 Pagerwojo Tulungagung, Public VHS 3 Boyolangu, and Public VHS 1 Trenggalek over the past three years reveals a notable and consistent trend in entrepreneurial activity among recent graduates. At Public VHS 1 Pagerwojo Tulungagung, the proportion of Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1973 https://internationalpubls.com graduates who selected entrepreneurship as a career path increased from 8.13% in the 2020/2021 academic year to 9.68% in the 2021/2022 academic year. However, this figure decreased slightly to 9.09% in the 2022/2023 academic year. This increase indicates a robust aspiration among students to establish their own business ventures upon graduation. They appear to exhibit heightened confidence and a proclivity towards self-creation of opportunities, as opposed to pursuing employment within a specific company or industry. Public VHS 3 Boyolangu also shows a similar pattern, with 9.72% of graduates opting for entrepreneurship in the 2020/2021 academic year, decreasing slightly to 8.27% in the 2021/2022 academic year, and increasing again to 9.42% in the 2022/2023 academic year. Small fluctuations in these numbers can be due to a variety of factors, including local economic conditions, support from schools, and access to capital and other resources. However, the general trend shows that graduates of Public VHS 3 Boyolangu remain consistent in their interest to go into entrepreneurship. In the 2020/2021 academic year, 7.85% of graduates from Public VHS 1 Trenggalek identified as entrepreneurs. This figure increased to 8.63% in the 2021/2022 academic year and then decreased slightly to 8.88% in the 2022/2023 academic year. These figures demonstrate a positive growth pattern, despite a slight decline. This indicates that, despite the challenges, there is a continued high level of interest in entrepreneurship among graduates of Public VHS 1 Trenggalek. Figure 1. Graduates of the 2020-2023 Academic Year Choosing Entrepreneurship As illustrated in Figure 1, which depicts the proportion of graduates from the three VHSs who selected entrepreneurship over the past three academic years, there are notable variations in the data set. At Public VHS 1 Pagerwojo Tulungagung, the percentage of graduates who selected entrepreneurship as a career path demonstrated an increase in the second year, followed by a slight decline in the third year. At Public VHS 3 Boyolangu, there was an increase in the first year, a decrease in the second year, and an increase in the third year. While at Public VHS 1 Trenggalek, although there was an increase from the first year to the third year, the change was relatively stable compared to the other two schools. From the data analysis, it can be concluded that the trend of graduates choosing 8.13% 9.68% 9.09% 9.72% 8.27% 9.42% 7.85% 8.63% 8.88% 0.00% 2.00% 4.00% 6.00% 8.00% 10.00% 12.00% 2020/2021 2021/2022 2022/2023 Graduates Choosing Entrepreneurship Public VHS 1 Pagerwojo Tulungagung Public VHS 3 Boyolangu Public VHS 1 Trenggalek Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1974 https://internationalpubls.com entrepreneurship in these three schools experienced different variations. However, overall, there is an increasing trend in the number of graduates who choose entrepreneurship, which may reflect the effectiveness of the entrepreneurship education program implemented in these schools. The data from these three schools collectively indicate that the entrepreneurship education provided at VHS has had a beneficial impact, motivating numerous graduates to pursue entrepreneurial endeavors. This trend not only provides students with a broader range of career options but also facilitates the development of essential competencies such as business management, innovation, and risk-taking. Entrepreneurship education appears to be effective in providing students with the knowledge and practical skills necessary to succeed in the business world, thereby enhancing their preparedness and motivation to pursue their own opportunities following graduation. This trend also suggests a shift in perspective among VHS students, who now view entrepreneurship not merely as a contingency plan but as a primary career trajectory that can offer fulfillment and financial rewards. The significance of entrepreneurship education at VHS is further illustrated by the capacity of students to effectively address authentic business challenges. Students who receive entrepreneurship education tend to demonstrate enhanced resilience in the face of the uncertainties and risks that are inherent to the business world (González-López et al., 2019; Amankwah-Amoah et al., 2022; Wasim et al., 2024). Such education equips students with the ability to plan and initiate a business venture, while also imparting the knowledge required to sustain and expand it over time. These competencies serve as a significant advantage, distinguishing them from their counterparts who did not receive entrepreneurship training. Furthermore, the entrepreneurship curriculum at VHS facilitates the establishment of crucial business networks for students. The program affords students the opportunity to interact with successful entrepreneurs, mentors, and industry professionals (Ahsan et al., 2018; Fiore et al., 2019; Elliott et al., 2020). Such relationships facilitate not only the acquisition of practical insights into the business world but also the creation of opportunities for future collaborations and partnerships. These networks frequently constitute a pivotal factor in the success of start-up businesses operated by VHS graduates, enabling them to obtain the requisite resources, support, and markets to facilitate expansion. Moreover, the incorporation of entrepreneurship education into the VHS curriculum fosters innovation and creativity among students (Puspita et al., 2020; Rahayu et al., 2023). By being afforded the autonomy to develop their own business ideas, students are encouraged to adopt a more expansive mode of thinking, thereby facilitating the identification of novel solutions to existing problems. This process not only enhances their creative abilities but also fosters a proactive and solution-oriented disposition, which is highly valued in the business world. Consequently, graduates with an entrepreneurial background are frequently better prepared to adapt to changes and capitalize on emerging opportunities in a continuously evolving market (Prokopenko et al., 2024). Therefore, VHS that prioritize entrepreneurship education can continue to serve an instrumental role in motivating students to become successful young entrepreneurs and contribute to the local economy. Positive Impact of Entrepreneurship Education The implementation of entrepreneurship education at VHS has been observed to have a considerable, beneficial impact on students and graduates alike. These impacts extend beyond the realm of technical Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1975 https://internationalpubls.com business skills, encompassing character development and the acquisition of essential life skills. One of the most significant outcomes is the improvement of critical and creative thinking skills (Reyad et al., 2019; Frolova et al., 2021). Entrepreneurship programs equip students with the ability to think outside the box (Barth & Muehlfeld, 2022), identify opportunities (Cohen et al., 2021), and create innovative solutions to problems that surround them (Linton & Klinton, 2019). This is instrumental in fostering an entrepreneurial mindset that is adaptive and proactive. Moreover, entrepreneurship education has been demonstrated to foster the development of management and leadership competencies among students (Blesia et al., 2021). Such education equips students with the ability to plan, organize, lead, and control their own ventures (Zeng & Honig, 2016; Galvão et al., 2020). This learning process encompasses an understanding of financial management, marketing, production, and human resources. Such skills equip students with the capacity to not only initiate their own ventures but also to oversee teams and resources in an efficacious manner, a quality that is advantageous in the context of pursuing employment opportunities within large organisations. Furthermore, entrepreneurship education is instrumental in fostering students' self-assurance and autonomy (Rina et al., 2019; Rahmi et al., 2020). When students are afforded the chance to initiate and oversee their own entrepreneurial endeavors, they cultivate a sense of accountability and self- assurance, as illustrated in Figure 2. They learn from their missteps and triumphs, which equips them with greater resilience and preparedness to confront challenges in the real world. Figure 2. Students Performing Car Service Independently Figure 2 illustrates the implementation of an entrepreneurship education program in Light Vehicle Engineering, which involves students independently servicing cars. This activity has been observed to enhance technical skills and foster the development of confidence and independence. Through this experience, students learn to assume responsibility and confront challenges, thereby becoming more resilient and prepared for the world of work, as well as for their personal and professional lives. They gain valuable experience in managing projects independently, which strengthens their managerial skills. The confidence built from these activities is expected to support their future success, both in entrepreneurship and in other professional careers. Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1976 https://internationalpubls.com Furthermore, entrepreneurship education offers students the opportunity to gain invaluable practical experience. By participating in programs such as internships, business simulations, and entrepreneurial projects, students are able to gain firsthand insight into the business world (Awaysheh & Bonfiglio, 2017; Ramsgaard & Østergaard, 2018). This practical experience serves to complement the theoretical knowledge acquired in the classroom, thereby rendering students better prepared and more competitive in the job market. They learn how to interact with customers, deal with day-to-day business issues, and make risky decisions, all in a relatively safe and controlled environment. Such activities are reflected in Figure 3. (a) Student Workshops in Industry (b) Students Handle Customers Directly Figure 3. Student Learning in the Industry through Field Work Practices Figure 3 illustrates two fundamental activities within the student learning process in the field of Light Vehicle Engineering, which are specifically designed to cultivate entrepreneurial abilities. As illustrated in Figure A, students engage in a fieldwork practice within the automotive sector. This provides an invaluable opportunity for them to apply the technical knowledge and skills acquired at the academic level to a real-world work environment. The program instructs students in the organization, leadership, and control of a business, as well as in the interaction with various elements within the industry. Meanwhile, image (b) depicts students engaging in direct interaction with customers. This activity is designed to facilitate the development of communication, customer service, and business management skills. Through such interactions, students gain an understanding of the significance of customer satisfaction and the importance of providing quality service, which are essential elements in the operation of a business. Collectively, these two activities assist students in refining their entrepreneurial abilities and preparing them for future employment or entrepreneurial endeavors. Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1977 https://internationalpubls.com Furthermore, entrepreneurship education fosters collaboration and networking (Ndou et al., 2018). Students frequently engage in team-based development of business ideas, thereby acquiring an understanding of the significance of cooperation and communication. Additionally, they have the chance to interact with successful entrepreneurs, mentors, and the local business community, who can offer guidance and inspiration (Fabregà, 2018). This network is of immense value when they embark on their own ventures or pursue future career opportunities. The positive impact of entrepreneurship education at VHS is multifaceted and profound. The program not only prepares students to become entrepreneurs but also equips them with essential life skills, such as critical thinking, management, leadership, confidence, practical experience, and the ability to cooperate. Thus, entrepreneurship education at VHS has the potential to alter the way students perceive their careers and futures, making them more prepared, resilient, and innovative individuals. Contribution to Local Economy Entrepreneurship education at VHS confers direct benefits upon graduates, while also exerting a considerable influence upon the local economy. One of the primary contributions is the establishment of new employment opportunities (Nuraeni, 2022). VHS graduates who elect to establish their own businesses frequently require supplementary personnel to assist in the management of their enterprises. Consequently, they not only create employment for themselves but also facilitate the availability of job prospects for others within their community. This contributes to a reduction in local unemployment rates and an enhancement of community well-being. Moreover, the establishment of small businesses by VHS graduates has been observed to exert a positive influence on the local economy in a number of ways (Khoirina & Martha, 2023). Firstly, these businesses frequently utilise raw materials and services sourced from local suppliers, which serves to enhance demand and confer benefits upon other businesses situated within the same geographical area. Secondly, these small businesses frequently serve local markets, thereby providing goods and services that are in demand by the local population. This has the effect of maintaining a steady flow of capital within the community and increasing the purchasing power of local consumers. Additionally, small businesses established by VHS graduates contribute significantly to innovation and economic diversification (Elpisah & Saripuddin, 2023). Small businesses tend to exhibit greater flexibility and innovation than their larger counterparts. This enables them to respond swiftly to evolving market demands and consumer trends. These innovations not only enhance consumer value but also facilitate the introduction of new products and services that may not yet be available in the local market. Furthermore, the economic diversification generated by different types of small businesses enhances the resilience of local economies to economic shocks and market changes. Moreover, successful small businesses frequently serve as models and sources of inspiration for other members of the community. The success of VHS graduates in entrepreneurship can encourage others to consider entrepreneurship as a viable career option (Mambu et al., 2019). This creates a positive chain effect, whereby more people are motivated to start their own businesses, which in turn further strengthens the local economy. Support and collaboration between local entrepreneurs can also emerge, creating a solid and mutually supportive business network. Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1978 https://internationalpubls.com Furthermore, the establishment of small businesses by VHS graduates contributes to local tax revenues (Gea et al., 2022). These businesses remit taxes that are subsequently utilized by local governments to fund public services and infrastructure. This augmented tax revenue enables local governments to allocate greater resources toward education, health, transportation, and other services, which collectively enhance the overall quality of life for the community. Additionally, contributions to the local economy encompass social development. When VHS graduates establish businesses and achieve success, they not only enhance their own economic circumstances but also exert a beneficial influence on their communities (Ubaidah et al., 2021). They frequently engage in social activities, offering support to local initiatives and serving as role models for the younger generation. This involvement facilitates the fortification of social bonds and the development of more unified and resilient communities. The entrepreneurship education program at VHS has a markedly positive and far-reaching impact on the local economy. Graduates of the program contribute to the strengthening and development of their communities in a number of ways, including job creation, increased local demand, innovation, economic diversification, tax revenue, and social development. The continued support and development of the entrepreneurship program at VHS will ensure that these contributions continue to grow and provide long-term benefits to local communities. Challenges of Entrepreneurship Education Implementation Although entrepreneurship education at VHS offers numerous advantages, its implementation is confronted with a number of challenges that must be surmounted to attain optimal outcomes. One of the primary challenges is the dearth of in-depth understanding and expertise among educators. A considerable proportion of teachers at VHS lack the requisite background or training in entrepreneurship. While they may possess a fundamental comprehension of entrepreneurship, they frequently exhibit a deficiency in practical knowledge and real-world experience, which impedes their capacity to effectively impart these skills. This gives rise to a dearth of excellence in material delivery and teaching methods that are not interactive or applicable (Ahmad, Bakar, & Ahmad, 2018). Furthermore, the scarcity of resources and facilities represents a substantial obstacle. Some VHSs lack access to contemporary teaching materials, business software, and the requisite tools and materials for entrepreneurial practice. Facilities such as business laboratories or entrepreneurial incubators that can provide practical experience and realistic business simulations are often unavailable. Without these resources, students cannot fully comprehend the intricacies of operating their own business, which diminishes the efficacy of entrepreneurship education. According to research conducted by Mustafida et al. (2024), VHSs that possessed adequate facilities and resources exhibited considerable enhancements in students' comprehension of entrepreneurship. A further challenge is the absence of collaborative arrangements with local industrial and commercial enterprises. It is imperative that partnerships with local entrepreneurs and companies be established in order to provide students with internship opportunities, mentorship, and hands-on experience in the business world (Bachtiar & Faridatussalam, 2024). It is unfortunate that some VHSs lack a robust network with the local industry sector, which makes it challenging for students to access these Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1979 https://internationalpubls.com opportunities. Without support from the business world, students are unable to gain practical experience and insight into the realities of business (Kirkpatrick, 2020). The dearth of financial backing represents a significant impediment to the establishment of an efficacious entrepreneurship program. The initiation of such a program necessitates an investment in teacher training, curriculum development, and the provision of adequate facilities (Ibrahim et al., 2015; Galvão et al., 2020). However, some VHSs confront budgetary constraints that render it challenging for them to allocate resources toward these investments. Consequently, entrepreneurship programs may operate with constraints, potentially limiting their impact. The implementation of entrepreneurship education is also influenced by cultural and social challenges. In certain regions, entrepreneurship may not yet be perceived as a viable or esteemed career choice. There is a tendency to perceive employment in the formal sector or government as a more secure and respectable career path. Such an attitude may prove to be a significant impediment to students' interest in assuming risks and embarking on their own entrepreneurial ventures. It is therefore crucial to facilitate a shift in mindset among students, parents, and communities regarding the potential value of entrepreneurship as a career path (De Carolis & Litzky, 2019; Agustian et al., 2022). Moreover, the curriculum is not yet fully integrated, which presents a challenge. Entrepreneurship education is frequently regarded as an ancillary or extracurricular component, rather than a fundamental element of the curriculum. This ultimately results in a dearth of time dedicated to the comprehensive instruction of entrepreneurial competencies. Additionally, the extant curriculum may lack sufficient flexibility to accommodate students' diverse needs and interests, as well as the evolving landscape of business trends. To surmount these challenges, it is essential to engage in collaborative endeavors involving multiple stakeholders, including the government, educational institutions, businesses, and communities. It is imperative that training and professional development for teachers be enhanced to ensure that they possess the requisite skills and knowledge (Sancar et al., 2021). Investment in adequate facilities and resources is also crucial to support effective learning (Usman, 2016). Furthermore, the establishment of robust collaborative relationships with local industry sectors can facilitate the provision of invaluable internship opportunities and experiential learning for students (Judijanto et al., 2024). Finally, the implementation of cultural transformation and integrative curriculum reinforcement will contribute to the creation of a more conducive environment for entrepreneurship development in VHS (Sutjipto, 2019). 4. Conclusions The implementation of entrepreneurship education at VHS has yielded notable positive outcomes, with a considerable number of students expressing a keen interest in pursuing entrepreneurship as a viable and rewarding career path. The data from three schools in Tulungagung and Trenggalek over the past three years indicate an upward trend in the number of graduates who have selected entrepreneurship as a career path, although there are fluctuations between years and schools. In addition to imparting practical business skills, the program fosters the development of essential soft skills, including creativity, leadership, and adaptability. Therefore, the incorporation of entrepreneurship education at VHS is a crucial element in the development of capable young entrepreneurs who contribute to the local economy. Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1980 https://internationalpubls.com The entrepreneurship curriculum at VHS has a beneficial ripple effect on students' cognitive abilities, creativity, managerial skills, and leadership aptitude. Through experiential learning opportunities such as internships and entrepreneurial projects, students develop self-assurance, autonomy, and resilience. The program also fosters collaboration and networking, which can enhance students' future employability, making them more prepared, innovative, and competitive in the professional sphere. Entrepreneurship education not only cultivates students' potential as successful entrepreneurs but also instills essential life skills. It is notable that the entrepreneurship education provided at VHS contributes to the local economy in a number of ways. Firstly, new jobs are created as a result of this education, which in turn supports the local economy through the use of raw materials and services provided by local suppliers. Secondly, goods and services are provided by VHS graduates that meet the needs of the local community. The small businesses that are established by VHS graduates encourage innovation, economic diversification and an increase in local purchasing power, while simultaneously reducing unemployment rates. Furthermore, these businesses contribute to tax revenues that are used for public services, strengthen community ties and serve as models of inspiration for others. The implementation of entrepreneurship education at VHS is confronted with a number of challenges, including a dearth of teacher expertise, limited resources and facilities, a lack of partnerships with industry, and restricted financial support. Cultural challenges and the integration of the curriculum also impede the efficacy of the program. To surmount these obstacles, it is advised that training for teachers be enhanced, that adequate facilities be provided, that partnerships with the industrial sector be cultivated, and that the community's mindset towards entrepreneurship be transformed. Collective endeavors from a multiplicity of parties will facilitate the overcoming of these challenges and the realization of optimal outcomes in entrepreneurship education at VHS, ensuring long-term benefits for students and society. References [1] Adeniyi, A. O., Derera, E., & Gamede, V. (2022). Entrepreneurial self-efficacy for entrepreneurial readiness in a developing context: A survey of exit level students at TVET Institutions in Nigeria. Sage Open, 12(2). Doi: https://doi.org/10.1177/21582440221095059. [2] Agustian, M. F., Rahayu, R. D., Indira, I., & Salukh, A. (2022). Pembentukan Karakter Siswa Melalui Program Kewirausahaan Untuk Meningkatkan Literasi Financial. Journal of Human and Education (JAHE), 2(1), 73-80. Doi: https://doi.org/10.31004/jh.v2i1.775. [3] Ahmad, S. Z., Bakar, A. R. A., & Ahmad, N. (2018). An evaluation of teaching methods of entrepreneurship in hospitality and tourism programs. The International Journal of Management Education, 16(1), 14-25. Doi: https://doi.org/10.1016/j.ijme.2017.11.002. [4] Ahsan, M., Zheng, C., DeNoble, A., & Musteen, M. (2018). From student to entrepreneur: How mentorships and affect influence student venture launch. Journal of Small Business Management, 56(1), 76-102. Doi: https://doi.org/10.1111/jsbm.12362. [5] Amankwah‐Amoah, J., Khan, Z., Ifere, S. E., Nyuur, R. B., & Khan, H. (2022). Entrepreneurs’ learning from business failures: An emerging market perspective. British Journal of Management, 33(4), 1735-1756. Doi: https://doi.org/10.1111/1467-8551.12557. [6] Ariffin, A. S., Baqutayan, S. M. S., & Mahdzir, A. M. (2020). Enhancing women https://doi.org/10.1177/21582440221095059 https://doi.org/10.31004/jh.v2i1.775 https://doi.org/10.1016/j.ijme.2017.11.002 https://doi.org/10.1111/jsbm.12362 https://doi.org/10.1111/1467-8551.12557 Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1981 https://internationalpubls.com entrepreneurship development framework: Policy & institution gap and challenges in the case of Malaysia. Journal of Science, Technology and Innovation Policy, 6(2), 22-33. Doi: https://doi.org/10.11113/jostip.v6n2.58. [7] Awaysheh, A., & Bonfiglio, D. (2017). Leveraging experiential learning to incorporate social entrepreneurship in MBA programs: A case study. The International Journal of Management Education, 15(2), 332-349. Doi: https://doi.org/10.1016/j.ijme.2017.04.001. [8] Bachtiar, I. Y., & Faridatussalam, S. R. (2024). Pengembangan Semangat Wirausaha pada Industri Pariwisata di Kalangan Generasi Muda Melalui Program Magang Wirausaha Merdeka. Jurnal Pengabdian Masyarakat Inovasi Indonesia, 2(1), 177-182. Doi: https://doi.org/10.54082/jpmii.351. [9] Barth, J., & Muehlfeld, K. (2022). Thinking out of the box—by thinking in other boxes: a systematic review of interventions in early entrepreneurship vs. STEM education research. Management Review Quarterly, 72(2), 347-383. Doi: https://doi.org/10.1007/s11301- 021-00248-3. [10] Bell, R., & Bell, H. (2020). Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education. Journal of Small Business and Enterprise Development, 27(6), 987-1004. Doi: https://doi.org/10.1108/JSBED-01-2020-0012. [11] Berliawan, F. B., Suharto, A., & Tyas, W. M. (2024). Kepribadian, Lingkungan Keluarga dan Pendidikan Kewirausahaan terhadap Minat Berwirausaha Generasi Z Banyuwangi. Journal of Management and Bussines (JOMB), 6(1), 72-83. Doi: https://doi.org/10.31539/jomb.v6i1.7090. [12] Blesia, J. U., Iek, M., Ratang, W., & Hutajulu, H. (2021). Developing an entrepreneurship model to increase students’ entrepreneurial skills: An action research project in a higher education institution in Indonesia. Systemic Practice and Action Research, 34(1), 53-70. Doi: https://doi.org/10.1007/s11213-019-09506-8. [13] Boldureanu, G., Ionescu, A. M., Bercu, A. M., Bedrule-Grigoruță, M. V., & Boldureanu, D. (2020). Entrepreneurship education through successful entrepreneurial models in higher education institutions. Sustainability, 12(3), 1267. Doi: https://doi.org/10.3390/su12031267. [14] Cohen, D., Hsu, D. K., & Shinnar, R. S. (2021). Identifying innovative opportunities in the entrepreneurship classroom: A new approach and empirical test. Small Business Economics, 57(4), 1931-1955. Doi: https://doi.org/10.1007/s11187-020-00387-z. [15] De Carolis, D. M., & Litzky, B. E. (2019). Unleashing the potential of university entrepreneurship education: A mandate for a broader perspective. New England journal of entrepreneurship, 22(1), 58-66. Doi: https://doi.org/10.1108/NEJE-04-2019-0022. [16] Elliott, C., Mavriplis, C., & Anis, H. (2020). An entrepreneurship education and peer mentoring program for women in STEM: mentors’ experiences and perceptions of entrepreneurial self- efficacy and intent. International Entrepreneurship and Management Journal, 16(1), 43-67. Doi: https://doi.org/10.1007/s11365-019-00624-2. [17] Elpisah, W. P., & Saripuddin, H. A. (2023). Utilization of Entrepreneurship Education and Students' Personality Factors in Entrepreneurial Interest That Have an Impact on Entrepreneurial Creativity in SMU, VHS and SLB. Journal for ReAttach Therapy and Developmental Diversities, 6(1), 637-655. Retrieved from https://jrtdd.com/index.php/journal/article/view/1988. https://doi.org/10.11113/jostip.v6n2.58 https://doi.org/10.1016/j.ijme.2017.04.001 https://doi.org/10.54082/jpmii.351 https://doi.org/10.1007/s11301-021-00248-3 https://doi.org/10.1007/s11301-021-00248-3 https://doi.org/10.1108/JSBED-01-2020-0012 https://doi.org/10.31539/jomb.v6i1.7090 https://doi.org/10.1007/s11213-019-09506-8 https://doi.org/10.3390/su12031267 https://doi.org/10.1007/s11187-020-00387-z https://doi.org/10.1108/NEJE-04-2019-0022 https://doi.org/10.1007/s11365-019-00624-2 https://jrtdd.com/index.php/journal/article/view/1988 Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1982 https://internationalpubls.com [18] Fabregà, M. B. (2018). How entrepreneurship in higher education helps to sustainable development at the local level: The case of tecnocampus. Towards Green Campus Operations: Energy, Climate and Sustainable Development Initiatives at Universities, 587-604. Doi: https://doi.org/10.1007/978-3-319-76885-4_40. [19] Fiore, E., Sansone, G., & Paolucci, E. (2019). Entrepreneurship education in a multidisciplinary environment: evidence from an entrepreneurship programme held in Turin. Administrative Sciences, 9(1), 28. Doi: https://doi.org/10.3390/admsci9010028. [20] Frolova, Y., Alwaely, S. A., & Nikishina, O. (2021). Knowledge management in entrepreneurship education as the basis for creative business development. Sustainability, 13(3), 1167. Doi: https://doi.org/10.3390/su13031167. [21] Furdui, A., Lupu-Dima, L., & Edelhauser, E. (2021). Implications of entrepreneurial intentions of Romanian secondary education students, over the Romanian business market development. Processes, 9(4), 665. Doi: https://doi.org/10.3390/pr9040665. [22] Galvão, A., Marques, C., & Ferreira, J. J. (2020). The role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures. European Journal of Training and Development, 44(6/7), 595-614. Doi: https://doi.org/10.1108/EJTD-10-2019- 0174. [23] Gea, Z. S., Zulyadi, T., & Nurfahmi, N. (2022). The Effectiveness of The Role of The Special Job Fair VHS SMTI Banda Aceh in Enhancing Graduates Employability to The Business/Industry World. Jurnal Peurawi: Media Kajian Komunikasi Islam, 5(1), 51-62. Doi: http://dx.doi.org/10.22373/jp.v5i1.12160. [24] Galvão, A., Marques, C., & Ferreira, J. J. (2020). The role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures. European Journal of Training and Development, 44(6/7), 595-614. Doi: https://doi.org/10.1108/EJTD-10-2019- 0174. [25] González-López, M. J., Pérez-López, M. C., & Rodríguez-Ariza, L. (2019). Clearing the hurdles in the entrepreneurial race: The role of resilience in entrepreneurship education. Academy of Management Learning & Education, 18(3), 457-483. Doi: https://doi.org/10.5465/amle.2016.0377. [26] Hu, W., Hu, Y., Lyu, Y., & Chen, Y. (2021). Research on integrated innovation design education for cultivating the innovative and entrepreneurial ability of industrial design professionals. Frontiers in psychology, 12, 693216. Doi: https://doi.org/10.3389/fpsyg.2021.693216. [27] Ibrahim, W. N. A., Bakar, A. R., Asimiran, S., Mohamed, S., & Zakaria, N. S. (2015). Impact of Entrepreneurship Education on the Entrepreneurial Intentions of Students in Technical and Vocational Education and Training Institutions (TVET) in Malaysia. International Education Studies, 8(12), 141-156. Retreived from https://eric.ed.gov/?id=EJ1083944. [28] Isaga, N. (2019). Start-up motives and challenges facing female entrepreneurs in Tanzania. International Journal of Gender and Entrepreneurship, 11(2), 102-119. Doi: https://doi.org/10.1108/IJGE-02-2018-0010. [29] Judijanto, L., Mayasari, N., Baruno, Y. H. E., Tasrip, T., & Rusdi, M. (2024). Analisis Pengaruh Kemitraan Sekolah-Industri dan Program Magang terhadap Keterampilan Kerja dan Kesiapan https://doi.org/10.1007/978-3-319-76885-4_40 https://doi.org/10.3390/admsci9010028 https://doi.org/10.3390/su13031167 https://doi.org/10.3390/pr9040665 https://doi.org/10.1108/EJTD-10-2019-0174 https://doi.org/10.1108/EJTD-10-2019-0174 http://dx.doi.org/10.22373/jp.v5i1.12160 https://doi.org/10.1108/EJTD-10-2019-0174 https://doi.org/10.1108/EJTD-10-2019-0174 https://doi.org/10.5465/amle.2016.0377 https://doi.org/10.3389/fpsyg.2021.693216 https://eric.ed.gov/?id=EJ1083944 https://doi.org/10.1108/IJGE-02-2018-0010 Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1983 https://internationalpubls.com Karier Siswa VHS di Jawa Tengah. Jurnal Multidisiplin West Science, 3(03), 378-388. Doi: https://doi.org/10.58812/jmws.v3i03.1074. [30] Khoirina, A. S., & Martha, J. A. (2023). Analysis of Interest in Entrepreneurship Through Learning Creative Products in Entrepreneurship and Business Centers for Students. Dharmas Education Journal (DE_Journal), 4(2), 751-761. Doi: https://doi.org/10.56667/dejournal.v4i2.1133. [31] Kirkpatrick, N. (2020). Reality check: Helping students recognize, evaluate, and pursue realistic entry-level jobs in business. The International Journal of Management Education, 18(2), 100384. Doi: https://doi.org/10.1016/j.ijme.2020.100384. [32] Linton, G., & Klinton, M. (2019). University entrepreneurship education: a design thinking approach to learning. Journal of innovation and Entrepreneurship, 8(1), 1-11. Doi: https://doi.org/10.1186/s13731-018-0098-z. [33] Mambu, C. N., Pangemanan, S. S., & Pandowo, M. (2019). The influence of entrepreneur knowledge, family experience with business, entrepreneurial education on the interest of student entrepreneurship in UKM Universitas Sam Ratulangi. Jurnal EMBA: Jurnal Riset Ekonomi, Manajemen, Bisnis Dan Akuntansi, 7(1). Doi: https://doi.org/10.35794/emba.v7i1.22386. [34] Mohammadali, Z. M., & Abdulkhaliq, S. S. (2019). Prospects and challenges of entrepreneurship development in the Kurdistan region of Iraq: an overview. International Journal of Entrepreneurial Knowledge, 7(2). Doi: https://doi.org/10.37335/ijek.v7i2.89. [35] Mustafida, N., Kartika, T. P. D., Kholid, I., Tianto, R., Mursita, L. Y., & Permata, A. S. S. (2024). Pelatihan dan Pendampingan Kewirausahaan Kreatif Bagi Siswa VHS untuk Mendukung P5 Kurikulum Merdeka. Jurnal Abdi Insani, 11(2), 2075-2085. Doi: https://doi.org/10.29303/abdiinsani.v11i2.1658. [36] Nabi, G., Walmsley, A., Liñán, F., Akhtar, I., & Neame, C. (2018). Does entrepreneurship education in the first year of higher education develop entrepreneurial intentions? The role of learning and inspiration. Studies in Higher Education, 43(3), 452-467. Doi: https://doi.org/10.1080/03075079.2016.1177716. [37] Ndou, V., Secundo, G., Schiuma, G., & Passiante, G. (2018). Insights for shaping entrepreneurship education: Evidence from the European entrepreneurship centers. Sustainability, 10(11), 4323. Doi: https://doi.org/10.3390/su10114323. [38] Nuraeni, Y. A. (2022). Peran pendidikan dalam pembentukan jiwa wirausaha: Pendidikan kewirausahaan. Jurnal Ilmu Pendidikan (ILPEN), 1(2), 38-53. Doi: https://doi.org/10.3709/ilpen.v1i2.18. [39] Pardo-Garcia, C., & Barac, M. (2020). Promoting employability in higher education: A case study on boosting entrepreneurship skills. Sustainability, 12(10), 4004. Doi: https://doi.org/10.3390/su12104004. [40] Prokopenko, O., Järvis, M., Bielialov, T., Omelyanenko, V., & Malheiro, T. (2024). The Future of Entrepreneurship: Bridging the Innovation Skills Gap Through Digital Learning. In International Conference Innovation in Engineering (pp. 206-230). Cham: Springer Nature Switzerland. Doi: https://doi.org/10.1007/978-3-031-61582-5_18. [41] Puspita, D. A., Muchlas, M., & Kuat, T. (2020). The implementation of teaching factory to improve student interest in entrepreneurship at multimedia competencies. Journal of Technology https://doi.org/10.58812/jmws.v3i03.1074 https://doi.org/10.56667/dejournal.v4i2.1133 https://doi.org/10.1016/j.ijme.2020.100384 https://doi.org/10.1186/s13731-018-0098-z https://doi.org/10.35794/emba.v7i1.22386 https://doi.org/10.37335/ijek.v7i2.89 https://doi.org/10.29303/abdiinsani.v11i2.1658 https://doi.org/10.1080/03075079.2016.1177716 https://doi.org/10.3390/su10114323 https://doi.org/10.3709/ilpen.v1i2.18 https://doi.org/10.3390/su12104004 https://doi.org/10.1007/978-3-031-61582-5_18 Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1984 https://internationalpubls.com and Humanities, 1(2), 42-50. Doi: https://doi.org/10.53797/jthkkss.v1i2.5.2020. [42] Putra, R. A., Nasution, M. A., & Suriadi, A. (2021). Analisis Peranan Dinas Perindustrian dan Perdagangan dalam Pengembangan Industri Kecil di Kota Medan. Governance: Jurnal Ilmiah Kajian Politik Lokal dan Pembangunan, 8(1). Doi: https://doi.org/10.56015/governance.v8i1.32. [43] Rahayu, E., Budiyono, B., & Kustiono, K. (2023). Evaluation of Entrepreneurship Education Curriculum Implementation at VHS PGRI 1 Mejobo Kudus. Innovative Journal of Curriculum and Educational Technology, 12(1), 11-19. Doi: https://doi.org/10.15294/ijcet.v12i1.71253. [44] Rahmi, V. A., Ismanto, H., & Setiawan, N. B. (2020). The Effort to Increase Self Confidence of The Competence of Vocational High Students Through the Motivation:" Mindset Entrepreneurship In Supporting Independence Milenialpreneur In The Future". Kontribusia: Research Dissemination for Community Development, 3(2), 297-303. Doi: http://dx.doi.org/10.30587/kontribusia.v3i2.1418. [45] Ramsgaard, M. B., & Østergaard, S. J. (2018). An entrepreneurial learning approach to assessment of internships. Education+ Training, 60(7/8), 909-922. Doi: https://doi.org/10.1108/ET-11-2016-0164. [46] Reyad, S. M. R., Musleh Al-Sartawi, A., Badawi, S., & Hamdan, A. (2019). Do entrepreneurial skills affect entrepreneurship attitudes in accounting education?. Higher Education, Skills and Work-Based Learning, 9(4), 739-757. Doi: https://doi.org/10.1108/HESWBL-01-2019-0013. [47] Rina, L., Murtini, W., & Indriayu, M. (2019). Entrepreneurship education: Is it important for middle school students?. Dinamika Pendidikan, 14(1), 47-59. Doi: https://doi.org/10.15294/dp.v14i1.15126. [48] Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and teacher education, 101, 103305. Doi: https://doi.org/10.1016/j.tate.2021.103305. [49] Sriwahyuni, E., Rahmadoni, J., Istikomah, I., Onia, S. I., bin Mustamin, A. A., Khatimah, H., & Asvio, N. (2023). Implementation of the Entrepreneurship Program in Preparing Students Become Entrepreneurs. Journal of Social Work and Science Education, 4(1), 27-43. Doi: https://doi.org/10.52690/jswse.v4i1.339. [50] Sutjipto, S. (2019). Perancangan Kurikulum Sekolah Menengah Kejuruan Sebagai Pranata Budaya Kerja. Jurnal Pendidikan Dan Kebudayaan, 4(1), 482160. Doi: https://dx.doi.org/10.24832/jpnk.v4i1.1219. [51] Ubaidah, S., Trisnamansyah, S., Insan, H. S., & Harahap, N. (2021). Partnership management between vocational schools with the world of business and industry to improve the quality of graduates who are ready to work. International Journal of Nusantara Islam, 9(1), 58-69. Doi: https://doi.org/10.15575/ijni.v9i1.11818. [52] Usman, Y. D. (2016). Educational Resources: An Integral Component for Effective School Administration in Nigeria. Online Submission, 6(13), 27-37. Retreived from https://eric.ed.gov/?id=ED578024. [53] Veljkovic, S. M., Maric, M., Subotic, M., Dudic, B., & Greguš, M. (2019). Family entrepreneurship and personal career preferences as the factors of differences in the development of entrepreneurial potential of students. Sustainability, 11(20), 5693. Doi: https://doi.org/10.53797/jthkkss.v1i2.5.2020 https://doi.org/10.56015/governance.v8i1.32 https://doi.org/10.15294/ijcet.v12i1.71253 http://dx.doi.org/10.30587/kontribusia.v3i2.1418 https://doi.org/10.1108/ET-11-2016-0164 https://doi.org/10.1108/HESWBL-01-2019-0013 https://doi.org/10.15294/dp.v14i1.15126 https://doi.org/10.1016/j.tate.2021.103305 https://doi.org/10.52690/jswse.v4i1.339 https://dx.doi.org/10.24832/jpnk.v4i1.1219 https://doi.org/10.15575/ijni.v9i1.11818 https://eric.ed.gov/?id=ED578024 Communications on Applied Nonlinear Analysis ISSN: 1074-133X Vol 32 No. 9s (2025) 1985 https://internationalpubls.com https://doi.org/10.3390/su11205693. [54] Vías, M.C., & Rivera-Cruz, B. (2020). Fostering innovation and entrepreneurial culture at the business school: A competency-based education framework. Industry and Higher Education, 34(3), 160-176. Doi: https://doi.org/10.1177/0950422219895209. [55] Vodă, A. I., & Florea, N. (2019). Impact of personality traits and entrepreneurship education on entrepreneurial intentions of business and engineering students. Sustainability, 11(4), 1192. Doi: https://doi.org/10.3390/su11041192. [56] Wasim, J., Youssef, M. H., Christodoulou, I., & Reinhardt, R. (2024). The path to entrepreneurship: The role of social networks in driving entrepreneurial learning and education. Journal of Management Education, 48(3), 459-493. Doi: https://doi.org/10.1177/10525629231219235. [57] Weiming, L., Chunyan, L., & Xiaohua, D. (2016). Ten years of entrepreneurship education at Chinese universities: Evolution, problems, and system building. Chinese Education & Society, 49(3), 198-216. Doi: https://doi.org/10.1080/10611932.2016.1218250. [58] Zeng, Z. E., & Honig, B. (2016). How should entrepreneurship be taught to students with diverse experience? A set of conceptual models of entrepreneurship education. In Models of start-up thinking and action: Theoretical, empirical and pedagogical approaches (Vol. 18, pp. 237-282). Emerald Group Publishing Limited. Doi: https://doi.org/10.1108/S1074-754020160000018007. [59] Zheng, Z. (2024). Practice and Thinking of Innovation and Entrepreneurship Education in Vocational Colleges. Advances in Vocational and Technical Education, 6(1), 175-182. Doi: https://dx.doi.org/10.23977/avte.2024.060127. https://doi.org/10.3390/su11205693 https://doi.org/10.1177/0950422219895209 https://doi.org/10.3390/su11041192 https://doi.org/10.1177/10525629231219235 https://doi.org/10.1080/10611932.2016.1218250 https://doi.org/10.1108/S1074-754020160000018007 https://dx.doi.org/10.23977/avte.2024.060127