Digital Pedagogy in Entrepreneurship Education: Learning Experiences of Vocational Students in South Sumatra

Abstract

Background: Digital transformation has created new opportunities for integrating technology into entrepreneurship education in Vocational High Schools (SMK). However, technology use does not automatically lead to meaningful entrepreneurial learning experiences.

Aims: This study explores digital pedagogy practices in entrepreneurship education, examines students’ learning experiences, and identifies factors that facilitate or hinder its implementation in vocational schools in South Sumatra.

Methods: This study employed a descriptive-exploratory qualitative design involving 170 students and 34 entrepreneurship teachers from 34 vocational high schools across 17 regencies and cities in South Sumatra. Students served as the primary participants, providing accounts of their learning experiences, while teachers provided supporting information about instructional practices and implementation challenges. Data were collected through semi-structured interviews, classroom observations, and documentation, and were analyzed thematically.

Results: Five primary themes emerged: the use of digital technology in entrepreneurship learning, student learning experiences, engagement and collaboration, entrepreneurial competency development, and contextual enablers and barriers. Students described broader access to learning resources, opportunities for product development and digital marketing, and more independent learning. However, these experiences varied according to digital access, students’ digital skills, teachers’ pedagogical competence, and school support.

Conclusion: Digital pedagogy is most meaningful when technology is integrated into authentic entrepreneurial tasks rather than used solely to deliver content. Effective implementation requires teachers’ pedagogical competence, adequate digital infrastructure, and attention to students’ contextual needs.

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