Assessing The Impact of Digital Learning on Entrepreneurship Education in Selangor’s Vocational Colleges: Challenges and Improvement Strategies
DOI:
https://doi.org/10.37134/bitara.vol19.sp.2.2026Keywords:
Digital learning , Entrepreneurship Education, Vocational College, Challenges, ImprovementAbstract
Entrepreneurship education plays a crucial role in equipping students with the knowledge, skills, and mindset to innovate in a competitive economy. Hence, this research addresses the need to digitize its delivery in response to the Fourth Industrial Revolution (IR4.0) and the digital shift accelerated by the COVID-19 pandemic. By embedding digital tools into the entrepreneurship curriculum, the study examines how these innovations influence student engagement, practical skill development, and entrepreneurial readiness. Thus, the aim of this research is to study the perception of the students and lecturers of the challenges on the implementation of digital learning in entrepreneurship education within vocational colleges in Selangor, alongside the improvement measures that can be taken to refine the usage of digital learning in the entrepreneurship education syllabus. This study was conducted through a qualitative study, wherein six participants that were selected based on purposive sampling, from vocational colleges in Selangor were interviewed in a semi-structured manner, with the sample size deemed sufficient as data collection continued until data saturation was achieved. The data acquired was analyzed using thematic analysis, alongside open and axial coding, to identify the specific themes pertaining the research objectives. Based on the analysis, the challenges that vocational colleges in Selangor faced in implementing digital learning in entrepreneurship courses are the lack of infrastructure, the students’ attitude and involvement, lecturer and student communication alongside lecturers’ proficiency in technology. The findings proposed improvements such as educators’ competency enhancements, upgrading infrastructure and external support may lead to the betterment in conducting digital learning for them. The study offers practical contributions by identifying key challenges and proposing solutions that align with the Ministry of Education's action plan and the need for industry partnerships, while also providing theoretical contributions through an integrated framework that explains how digital environments, learner autonomy, and technology acceptance collectively influence the development of entrepreneurial competencies in vocational education
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