<![CDATA[Digital transformation has expanded the competencies expected from university graduates, including preservice teachers who are increasingly required to combine pedagogical knowledge, technological capability, and entrepreneurial orientation. This study investigates preservice teachers’ technopreneurship and examines learning engagement, entrepreneurial learning, and policy support as its determinants. A mixed methods design with concurrent triangulation was employed to integrate quantitative and qualitative evidence. Quantitative data were collected from 500 second- and third-year bachelor students in education programs from five universities in Indonesia using validated Likert-scale questionnaires. The instruments measured technopreneurship, learning engagement, entrepreneurial learning, and policy support, with reliability coefficients ranging from 0.668 to 0.820. The quantitative data were analyzed using descriptive statistics, one-sample t-test, and multiple linear regression with SPSS. Qualitative data were obtained through interviews, focus group discussions, and direct observation, then analyzed using the Miles and Huberman technique to confirm and enrich the statistical findings. The results show that preservice teachers’ technopreneurship remains below the expected level, with a mean score of 3.76 on a five-point scale. The one-sample t-test confirmed that this score was significantly lower than the high-indicative threshold of 4.00 (t = -4.445; p = 0.000). Multiple regression indicated that learning engagement, entrepreneurial learning, and policy support simultaneously influenced technopreneurship (F = 4.866; p = 0.002), although their explanatory contribution was relatively limited (adjusted R square = 0.023). Among the predictors, learning engagement showed the strongest and significant individual effect, while entrepreneurial learning and policy support showed weaker direct effects. Qualitative findings supported these results by revealing that preservice teachers perceived their technopreneurial competence as underdeveloped and expected stronger entrepreneurship education, collaborative learning engagement, and institutional policy support. The study concludes that technopreneurship development in teacher education requires an integrated strategy linking active learning communities, practice-based entrepreneurial learning, and systematic policy support.]]>
Copyrights © 2026
