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All Journal EDUCATIONE: Journal of Education Research and Review
Cahyono, Nur Hidayat
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Education Social Sciences

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PROJECT-BASED LEARNING AS A PEDAGOGICAL PATHWAY TO ENTREPRENEURIAL COMPETENCE IN POSTGRADUATE EDUCATION: EVIDENCE FROM QUALITATIVE INQUIRY Cahyono, Nur Hidayat; Marsini
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.210

Abstract

Rapid economic shifts, technological acceleration, and changing labor-market structures require higher education to prepare graduates who are not only academically capable but also creative, innovative, independent, and able to make responsible decisions under uncertainty. This study aimed to examine how project-based learning (PBL) strengthens the entrepreneurial mindset of postgraduate students and to identify the learning processes that facilitate the internalization of entrepreneurial values. A qualitative descriptive design was employed, using direct classroom observation, in-depth semi-structured interviews with postgraduate students and course instructors, and document analysis of course plans and student project reports. Data were analyzed thematically through iterative reduction, display, and conclusion drawing, supported by source and technique triangulation. Findings indicate that PBL positively influenced students’ critical thinking, creativity, collaboration, and problem-solving in authentic entrepreneurship-related tasks. Active engagement across project phases (planning–implementation–evaluation) fostered innovation, accountability, self-confidence, and opportunity recognition, while bridging conceptual understanding with practical entrepreneurial action. The study concludes that PBL is an effective and contextually relevant approach for strengthening postgraduate students’ entrepreneurial mindset and should be integrated more systematically within graduate curricula. Practically, the results inform curriculum design and instructional strategies for entrepreneurship development in higher education. Future research should use longitudinal and mixed-method designs to measure sustained outcomes (e.g., entrepreneurial self-efficacy, intention, or venture creation) across disciplines and institutional contexts.
EMBEDDING ACADEMIC LITERACY WITHIN INCLUSIVE PEDAGOGY IN SPECIAL EDUCATION TEACHER EDUCATION: A QUALITATIVE STUDY IN AN INDONESIAN UNIVERSITY Wahyudi, Sri; Cahyono, Nur Hidayat
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.211

Abstract

Inclusive teaching in higher education is increasingly required to accommodate diverse student profiles, particularly in special education teacher education where candidates must internalize and model inclusive values. However, academic literacy (e.g., reading scholarly texts, constructing evidence-based arguments, and writing systematically) is often uneven among students and is frequently treated as a separate skill rather than integrated into inclusive pedagogy. This study aimed to analyze how inclusive learning strategies are integrated with academic literacy strengthening in a special education course and to examine their implications for learning processes and outcomes. Using a qualitative descriptive design, data were collected through classroom observations, in-depth semi-structured interviews with lecturers and students, and document analysis of syllabi, lesson plans, learning materials, and student assignments. Data were analyzed through iterative reduction, display, and conclusion drawing, supported by method and source triangulation. Findings indicate that integrating inclusive pedagogy with explicit academic literacy practices increased student engagement, improved conceptual understanding, and strengthened critical and reflective thinking. Flexible and collaborative learning designs expanded equitable participation across students with varied backgrounds and abilities, while literacy-based tasks enhanced students’ capacity to interpret scholarly sources and communicate ideas more rigorously. The study concludes that this integration is both feasible and pedagogically valuable for improving instructional quality and professional readiness in special education teacher preparation. Implications include the need for curriculum-level alignment of inclusive strategies with structured literacy scaffolds and formative feedback. Future research should test the model across institutions using mixed methods and longitudinal designs to examine sustained academic and professional impacts.
Co-Authors Marsini Wahyudi, Sri