One entrepreneurship-related subject that has produced a lot of research is the investigation of entrepreneurial intention (EI). This study aims to investigate the impact of students' work experience across the four categories (SN, ES, ATE, and EE). The methodology employed in this study is quantitative, using a structural equation modelling (SEM) approach. The participants were assigned to multidisciplinary workgroups comprising six to eight individuals with backgrounds in management and engineering. There were five-course iterations between the 2021–2022 academic years. There were 250 students registered for this course. This research supports the belief that instruction in entrepreneurship can improve one's abilities in this area, even if it does not necessarily result in immediate action. This study highlights the importance of entrepreneurial education in increasing entrepreneurial intention among students. Additionally, students' belief in their abilities to become entrepreneurs, based on factors such as technical skills, social skills, and risk-taking abilities, is not affected by prior work experience. The study recognises that students' career experience is essential in understanding the significance of entrepreneurial education in fostering entrepreneurial intention.

This meta-analysis examines the impact of educational entrepreneurship approaches in vocational and technical education based on 35 selected publications (2017-2025). The research highlights that integrating entrepreneurship into vocational education and training has a significant positive impact, with a total effect size of 1.78, indicating significant improvements in student learning outcomes. Industry partnership models such as project-based learning (PjBL) and teaching factories have the largest impact (effect size: 2.43). Digital media platforms facilitated a 34% increase in business literacy, while AI-enabled e-learning solutions increased training efficiency by 37%. However, the research also identified some key barriers, including gaps in teacher capabilities (reported by 45% of the studies) and differences in rural and urban technological infrastructure (reported by 32% of the studies).. These findings underscore the relevance of edupreneurship in preparing adaptable graduates for Industry 4.0 economies and emphasize the need for adaptive educational strategies, cross-disciplinary collaboration, and equitable resource distribution. The study advocates for systemic reforms to address pedagogical and infrastructural challenges, ensuring scalable and inclusive implementation of entrepreneurial frameworks in vocational education. ABSTRAKMeta-analisis ini, berdasarkan 35 publikasi terpilih (2017-2025), meneliti dampak pendekatan kewirausahaan pendidikan dalam pendidikan dan pelatihan teknis dan kejuruan (TVET). Penelitian ini menyoroti bahwa mengintegrasikan kewirausahaan ke dalam TVET memiliki dampak positif yang signifikan, dengan total ukuran efek sebesar 1,78, yang menunjukkan peningkatan signifikan dalam hasil belajar siswa. Model kemitraan industri seperti pembelajaran berbasis proyek (PBL) dan pabrik pendidikan memiliki dampak terbesar (ukuran efek: 2,43). Platform media digital mendorong peningkatan literasi bisnis sebesar 34%, sementara solusi e-learning yang digerakkan oleh kecerdasan buatan meningkatkan efisiensi pelatihan sebesar 37%. Namun, penelitian ini juga menemukan beberapa hambatan utama, termasuk kesenjangan keterampilan guru (dilaporkan dalam 45% penelitian) dan perbedaan infrastruktur teknologi antara daerah perkotaan dan pedesaan (dilaporkan dalam 32% penelitian). Temuan ini menyoroti pentingnya kewirausahaan pendidikan dalam mempersiapkan lulusan yang adaptif untuk ekonomi Industri 4.0 dan menggarisbawahi perlunya strategi pendidikan yang adaptif, kolaborasi interdisipliner, dan alokasi sumber daya yang adil. Studi ini mendesak reformasi sistemik untuk mengatasi tantangan pedagogis dan infrastruktural serta memastikan penerapan kerangka kerja kewirausahaan yang dapat diskalakan dan inklusif dalam pendidikan dan pelatihan teknis dan kejuruan (TVET).

This research is in the form of experimental research. The purpose of this study was to examine and see the effect of applying the ASSURE model and prior knowledge on the results of Simulation and Digital Communication subjects at the SMK. The population involved in this study were students majoring in Computer and Network Engineering class X SMKN 3 Pariaman, where class A was the experimental class and class B was the control class. These two classes were also divided into two groups, high and low prior knowledge. This study uses a 2x2 factorial design. Hypothesis testing using two-way ANOVA test. The results obtained are that (1) the learning model has a significant effect on learning outcomes, the ASSURE model gets a higher score than the conventional learning model, (2) prior knowledge has a significant effect on learning outcomes, higher prior knowledge gets a higher score than the conventional learning model. which is low, and (3) there is no interaction between the learning model and prior knowledge on learning outcomes. The N-Gain test showed that high prior knowledge in the ASSURE learning model got the highest improvement results and low prior knowledge from conventional classes got the lowest results.

The aim of this literature review is to identify factors that have a significant influence on the interest in entrepreneurship among vocational school students. Taking into consideration the importance of vocational education as the principal method of finding employment and enhancing the national standard of living, understanding how to develop one’s career aspirations among such students becomes vital. Therefore, this review first defines the concept of vocational education in general and as a separate factor that helps students acquire certain skills for a particular job. Then, the focus is placed on individual factors such as characteristics of a person, external factors that shape one’s surroundings or stations may also have an influence on the willingness to engage in entrepreneurship. Environmental factors, including family background, socio-economic status, and cultural norms, also play a crucial role in shaping students' attitudes towards entrepreneurship. Positive role models, exposure to entrepreneurial experiences, and supportive educational environments are shown to foster entrepreneurial aspirations among vocational school students. Additionally, the review explores the impact of curriculum design and teaching methods on students' perceptions of entrepreneurship. Integrating entrepreneurship education into the curriculum, providing hands-on learning opportunities, and promoting real-world experiences are identified as effective strategies for stimulating interest in entrepreneurship among vocational school students. By synthesizing existing research, this review contributes to our understanding of how to nurture entrepreneurial talent among vocational school students, offering insights for educators, policymakers, and practitioners aiming to foster innovation and economic growth through entrepreneurship education. ABSTRAKTujuan dari kajian pustaka ini adalah untuk mengidentifikasi faktor-faktor yang memiliki pengaruh signifikan terhadap minat berwirausaha di kalangan siswa sekolah kejuruan. Dengan mempertimbangkan pentingnya pendidikan kejuruan sebagai metode utama untuk mencari pekerjaan dan meningkatkan standar hidup nasional, memahami cara mengembangkan aspirasi karier seseorang di kalangan siswa tersebut menjadi penting. Oleh karena itu, kajian ini pertama-tama mendefinisikan konsep pendidikan kejuruan secara umum dan sebagai faktor terpisah yang membantu siswa memperoleh keterampilan tertentu untuk pekerjaan tertentu. Kemudian, fokusnya ditempatkan pada faktor-faktor individu seperti karakteristik seseorang, faktor eksternal yang membentuk lingkungan atau kedudukan seseorang juga dapat memengaruhi kemauan untuk terlibat dalam kewirausahaan. Faktor lingkungan, termasuk latar belakang keluarga, status sosial ekonomi, dan norma budaya, juga memainkan peran penting dalam membentuk sikap siswa terhadap kewirausahaan. Teladan positif, paparan pengalaman kewirausahaan, dan lingkungan pendidikan yang mendukung telah terbukti menumbuhkan aspirasi kewirausahaan di kalangan siswa sekolah kejuruan. Selain itu, kajian ini mengeksplorasi dampak desain kurikulum dan metode pengajaran terhadap persepsi siswa tentang kewirausahaan. Mengintegrasikan pendidikan kewirausahaan ke dalam kurikulum, menyediakan kesempatan belajar langsung, dan mempromosikan pengalaman di dunia nyata diidentifikasi sebagai strategi yang efektif untuk merangsang minat dalam kewirausahaan di kalangan siswa sekolah kejuruan. Dengan mensintesis penelitian yang ada, tinjauan ini berkontribusi pada pemahaman kita tentang cara memelihara bakat kewirausahaan di kalangan siswa sekolah kejuruan, menawarkan wawasan bagi para pendidik, pembuat kebijakan, dan praktisi yang bertujuan untuk mendorong inovasi dan pertumbuhan ekonomi melalui pendidikan kewirausahaan.

Revolusi Industri 4.0 membawa transformasi signifikan dalam sektor manufaktur, dengan adopsi teknologi canggih seperti Internet of Things, analisis big data, kecerdasan buatan, dan otomasi proses produksi. Untuk menghadapi tantangan ini, lulusan pendidikan teknologi vokasi perlu dibekali tidak hanya keterampilan teknis, tetapi juga keterampilan kewirausahaan seperti kreativitas, inovasi, pengambilan risiko, dan identifikasi peluang bisnis. Penelitian ini bertujuan untuk mengembangkan kurikulum pendidikan teknologi vokasi berbasis kewirausahaan yang selaras dengan tuntutan Revolusi Industri 4.0 di bidang teknologi manufaktur. Melalui studi literatur yang komprehensif, penelitian ini mengeksplorasi konsep kewirausahaan, dampak Revolusi Industri 4.0 pada sektor manufaktur, dan prinsip-prinsip pengembangan kurikulum yang relevan. Hasil penelitian menunjukkan perlunya integrasi keterampilan kewirausahaan, keterampilan teknis manufaktur, serta keterampilan terkait Industri 4.0 seperti pemrograman, analisis data, pemikiran kritis, dan kolaborasi dalam kurikulum. Implementasi kurikulum ini membutuhkan kolaborasi erat antara institusi pendidikan dan industri, serta evaluasi berkala untuk memastikan relevansinya dengan perkembangan terkini.

Introduction: Virtual Reality (VR) and Augmented Reality (AR) are increasingly integrated into medical education, offering immersive and interactive environments for safe clinical training. Several theoretical frameworks—Technology Acceptance Model (TAM), Self-Determination Theory (SDT), Task-Technology Fit (TTF), and Flow Theory—can explain technology adoption and learning effectiveness. However, no comprehensive empirical comparison has been conducted within the context of VR/AR-based medical education. Methods: A cross-sectional survey was conducted with 329 undergraduate medical and health sciences students who had prior experience using VR/AR for learning activities. Validated instruments representing each theoretical framework were employed. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate reliability, validity, and structural relationships, followed by a comparative assessment using R², Q², f², and path coefficients. Results: Flow Theory demonstrated the strongest explanatory power (R² up to 0.72), with immersion and engagement as critical predictors of learning outcomes. SDT also showed high predictive strength (R² up to 0.63), emphasizing the role of intrinsic motivation. TTF was effective in predicting task-related learning effectiveness (R² = 0.67), whereas TAM provided only moderate explanatory power (R² ≈ 0.41–0.46). Conclusions: Flow Theory and SDT offer the most comprehensive explanations of student engagement and learning outcomes in VR/AR medical education. TTF remains valuable for task-specific alignment, while TAM primarily captures initial usability perceptions. Overall, immersive and motivational factors are key drivers of effective VR/AR learning, providing guidance for both theoretical development and instructional design in medical training