<![CDATA[This study aims to analyze the level of readiness, challenges, and effective strategies for adopting technology entrepreneurship in Vocational High Schools (SMK) in Indonesia. The study employed a systematic literature review using the PRISMA framework. Of the 247 articles identified through Google Scholar, 10 articles met the final criteria and were synthesized based on three research questions. The results show that most vocational high schools remain at an initial stage of readiness, with technology entrepreneurship not yet systematically integrated into the curriculum and learning process. The main barriers include limited digital infrastructure, teacher competence, curriculum flexibility, funding, and weak school–industry ecosystems. Strategies showing positive results include project-based learning, technology entrepreneurship-based Teaching Factory (TEFA), structured learning frameworks, and strengthened industry partnerships and digital entrepreneurship. The scientific contribution of this study lies in an integrative synthesis that connects institutional readiness, implementation barriers, and pedagogical strategies into a diagnostic-prescriptive framework for developing technology entrepreneurship in Indonesian vocational education. These findings can serve as a basis for developing policies, curricula, and learning strategies for technology entrepreneurship in vocational high schools.]]>
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