ISSN: 2226-6348
Open access
The Community College's goal is to produce skilled individuals with an entrepreneurial mindset and self-potential to face various challenges and obstacles. The entrepreneurial mindset of community college students needs to change from job seekers to job creators. However, community college students are less confident and have limited exposure to digital marketing elements. The aim of this study is to examine the gap between digital literacy and entrepreneurial efficacy in developing community college students with an entrepreneurial mindset. The objective of this study is also to identify the level of digital literacy, efficacy, and entrepreneurial mindset of community college students in the Southern Zone. In addition, to test the differences in entrepreneurial mindset based on gender, age, and program of study among community college students in the Southern Zone. A quantitative descriptive research method was used, with a random sample of 386 students. Data analysis involved descriptive analysis to determine the levels of digital literacy, entrepreneurial effectiveness, and entrepreneurial thinking among students, as well as inferential analysis to analyze differences in entrepreneurial thinking based on gender, age, and program of study. The results of the study show that students have high levels of entrepreneurship, digital literacy, and entrepreneurial thinking. Entrepreneurial effectiveness is moderately high. Kruskal-Wallis test shows no significant differences in entrepreneurial thinking based on age, gender, and program of study. The implications of this study can help the management of Polytechnic Education Department and Community Colleges in improving entrepreneurial effectiveness among students through entrepreneurial activity planning, curriculum development, as well as teaching and learning strategies.
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(Noh et al., 2024)
Noh, N. M., A.Rahman, R. S. A. R., & Othman, N. (2024). Entrepreneurial Mindset among Students of Southern Zone Community Colleges: Gender, Age, and Study Program. International Journal of Academic Research in Progressive Education and Development, 13(2), 630–647.
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