Vocational Management and Entrepreneurial Intention: A Systematic Review for Students with Disabilities
Abstract
ABSTRAK
Tinjauan sistematis ini mengkaji hubungan antara manajemen vokasi, intensi kewirausahaan, dan pengalaman pendidikan pelajar penyandang disabilitas. Meskipun pendidikan kewirausahaan semakin penting secara global, pelajar penyandang disabilitas sering menghadapi hambatan dalam mengakses pelatihan vokasi dan pendidikan kewirausahaan, yang membatasi potensi mereka untuk berkontribusi pada pertumbuhan ekonomi. Studi ini mengeksplorasi bagaimana faktor-faktor seperti persepsi kesehatan, dukungan sosial, dan pendidikan vokasi memengaruhi intensi kewirausahaan di kalangan pelajar penyandang disabilitas. Tinjauan terhadap 10 studi yang memenuhi syarat menyoroti pentingnya pendidikan kewirausahaan, efikasi diri, dan modal sosial dalam menumbuhkan intensi kewirausahaan. Selain itu, faktor psikologis, seperti ketahanan emosional dan ciri kepribadian, serta faktor lingkungan, termasuk dukungan komunitas dan teknologi asistif, diidentifikasi sebagai faktor penting dalam membentuk hasil kewirausahaan. Studi ini menyarankan bahwa pendekatan holistik—yang menggabungkan pendidikan vokasi, dukungan emosional, dan kebijakan inklusif—sangat penting untuk menumbuhkan aspirasi kewirausahaan pada pelajar penyandang disabilitas. Temuan ini memiliki implikasi penting bagi para pendidik dan pembuat kebijakan, dengan menekankan perlunya model pendidikan inklusif dan sistem dukungan eksternal yang mendorong peluang kewirausahaan bagi kelompok marjinal.
Kata Kunci: Dukungan sosial, efikasi diri, intensi kewirausahaan, manajemen vokasi, pelajar penyandang disabilitas, pelatihan vokasi, pendidikan inklusif, pendidikan kewirausahaan.
ABSTRACT
This systematic review investigates the relationship between vocational management, entrepreneurial intention, and the educational experiences of students with disabilities. Despite the increasing importance of entrepreneurship education globally, students with disabilities often face barriers in accessing vocational training and entrepreneurial education, limiting their potential to contribute to economic growth. This study explores how factors like health perceptions, social support, and vocational education influence entrepreneurial intentions among students with disabilities. A review of 10 eligible studies highlights the significance of entrepreneurship education, self-efficacy, and social capital in fostering entrepreneurial intentions. Additionally, psychological factors, such as emotional resilience and personality traits, and environmental factors, including community support and assistive technologies, were identified as critical in shaping entrepreneurial outcomes. The study suggests that a holistic approach—combining vocational education, emotional support, and inclusive policies—is essential for nurturing entrepreneurial aspirations in students with disabilities. These findings have important implications for educators and policymakers, emphasizing the need for inclusive educational models and external support systems that promote entrepreneurial opportunities for marginalized groups.
Keywords: Ecological entrepreneurship education, vocational management, students with disabilities, entrepreneurial intention, social support, self-efficacy, inclusive education, vocational training.
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DOI: https://doi.org/10.17509/jpp.v26i1.101566
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