Scholarlink

<p>Entrepreneurship education is crucial for advancing entrepreneurship practices among people with disabilities (PwD). However, entrepreneurship education remains inaccessible to PwD because its implementation is mainly concentrated in tertiary education, and its practice at earlier levels is not well known. To explore this neglected area, this article presents an exploratory qualitative study of the implementation of entrepreneurship education in Indonesian upper secondary special schools. This research collected data from semi-structured interviews with 17 participants, comprising 9 upper secondary special school teachers and 8 students with diverse disabilities. Using Reflexive Thematic Analysis (RTA) while anchoring the analysis on the Capability Approach and the Ecology of Equity, this research identifies four themes that characterize the practice of entrepreneurship education in special schools: structural and resource inequities, school-based experiential activities, survival-oriented entrepreneurship learning, and families and role models affecting students’ aspirations. This study contributes to the limited knowledge in the much-overlooked domain of inclusive entrepreneurship education by extending empirical research on its common practices in a Global South country that is underrepresented in the literature. This article outlines the importance of collective support of families, communities, institutions, and policy within an equitable and enabling ecosystem for fostering learners’ entrepreneurial opportunities.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Understanding entrepreneurship education for students with disabilities in Indonesia: insights from teachers and learners

  • 期刊论文

  • 发表日期：

    2026年5月12日

查看全文
  • Rizka Astari Rahmatika,
  • Hasna Larasati,
  • Oki Hermawati

摘要

Entrepreneurship education is crucial for advancing entrepreneurship practices among people with disabilities (PwD). However, entrepreneurship education remains inaccessible to PwD because its implementation is mainly concentrated in tertiary education, and its practice at earlier levels is not well known. To explore this neglected area, this article presents an exploratory qualitative study of the implementation of entrepreneurship education in Indonesian upper secondary special schools. This research collected data from semi-structured interviews with 17 participants, comprising 9 upper secondary special school teachers and 8 students with diverse disabilities. Using Reflexive Thematic Analysis (RTA) while anchoring the analysis on the Capability Approach and the Ecology of Equity, this research identifies four themes that characterize the practice of entrepreneurship education in special schools: structural and resource inequities, school-based experiential activities, survival-oriented entrepreneurship learning, and families and role models affecting students’ aspirations. This study contributes to the limited knowledge in the much-overlooked domain of inclusive entrepreneurship education by extending empirical research on its common practices in a Global South country that is underrepresented in the literature. This article outlines the importance of collective support of families, communities, institutions, and policy within an equitable and enabling ecosystem for fostering learners’ entrepreneurial opportunities.