<![CDATA[Higher education institutions are required to equip students with creative, innovative, digital, and entrepreneurial competencies to respond effectively to the challenges of the digital economy. The study is theoretically grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, experiential learning theory, and edupreneurship theory to explain the integration of technology, pedagogy, and entrepreneurial value creation in product-oriented learning. This study aims to investigate how Technology-Based Creative Writing learning empowers edupreneurship through the development of short story books as learning products. A qualitative descriptive design was employed at Universitas PGRI Palembang. Data were collected through classroom observations, semi-structured interviews, document analysis of students’ perspectives and experiences, and reflective learning artifacts. The collected data were analyzed through systematic qualitative procedures to ensure rigorous interpretation and credibility of the findings. The findings reveal that integrating digital platforms and collaborative writing tools enhances students’ creativity, engagement, digital literacy, and entrepreneurial awareness. Students transformed creative ideas into value-oriented educational products, particularly short story books, demonstrating originality, innovation, and opportunity recognition. Furthermore, the learning process fostered edupreneurial values, including creativity, collaboration, independence, adaptability, and sustainability. Technology-based creative writing learning is an effective edupreneurial strategy integrating creative pedagogy, digital technology, and entrepreneurship in higher education. The findings contribute to innovative and sustainable learning models that strengthen entrepreneurial readiness, product-based learning, and twenty-first-century competencies while providing practical implications for technology-enhanced entrepreneurial education.]]>
Copyrights © 2026
