EDUCATIONAL EXPERIENCE TECHNOPRENEUR INTENTION AND STRATEGY FOR EXPLORING BUSINESS OPPORTUNITIES AMONG VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA Achmad Imam Agung* Universitas Negeri Surabaya, Surabaya, Indonesia Email: achmadimam@unesa.ac.id ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 RECEIVED: 06/06/2023 ACCEPTED: 05/10/2023 ABSTRACT Objective: The main objective of the current study is to examine the technopreneur intention and strategy for exploring business opportunities among vocational high school students in Indonesia. The study has examined the direct impact of computer ability, internet ability and individual entrepreneurial intention on the technopreneurial intention. Moreover, the study has also examined the mediating role of technopreneurial self-efficacy in the relationship between computer ability, internet ability, individual entrepreneurial intention and the technopreneurial intention among vocational high school students in Indonesia. Methodology: The study has employed the quantitative method and random sampling was utilized in order to collect exhaustive and objective data. Among the total of 450 individuals who were invited to participate in the survey, 324 completed it successfully, for a response rate of 72%. The high rate of participant response strengthens the validity of the study’s findings and mitigates the possibility of non-response bias. Results: This finding suggests that individuals who are more familiar with the Internet tend to have a greater confidence in their technological entrepreneurial abilities. It is important to note, however, that while familiarity with the Internet may contribute to the development of entrepreneurial skills, it does not necessarily lead to an entrepreneurial mindset. It was determined that there is a positive correlation between the increase in Technopreneurial self-efficacy and the increase in Technopreneurial Intention. Implications: Within the domains of education and entrepreneurship, these findings provide significant insights that Indonesian policymakers should take into account. It is evident that the provision of computer and internet literacy alone is inadequate in fostering student technopreneurship. KEY WORDS Technopreneur Intention, Computer Ability, Internet Ability, Individual Entrepreneurial Intention, Indonesia ArtsEduca 36 / 250 Achmad Imam Agung The term “technopreneur” can be defined as an entrepreneur in the 21st century who significantly relies on technical methods for production, distinction, or innovation. Technopreneurship is a crucial factor for sustaining a competitive advantage in the long term. The terms “technology” and “entrepreneurship” both encompass the use of scientific knowledge within the context of commercial operations. The assessment of technology’s efficacy in facilitating learning, creativity, and problem-solving is infrequently conducted (Agung & Mashuri, 2022). Nevertheless, substantial technological progress has rendered global trade increasingly competitive. Likewise, the entrepreneur places significant value on the ability to effectively prepare and initiate a new venture with unwavering assurance, devoid of concerns regarding potential repercussions. Furthermore, it is worth noting that a number of scholars emphasize the significance of technological entrepreneurship as a socially driven undertaking (Chahal et al., 2023). The implementation of entrepreneurial education (EE) has been suggested as a proactive approach to enhance innovation, as advocated by Lee et al. (2019). The concept of promoting entrepreneurship is highly appealing to students because to the distinct manner in which young individuals can make valuable contributions to the labor market, characterized by outstanding adaptability. According to Nikolaev et al. (2023), it is contended that the aspirations of graduates about autonomy, self-actualization, and self-employment are deemed unreasonable. Opportunities for entrepreneurial endeavors are present throughout a wide range of academic disciplines, encompassing fields such as chemistry, computer science, nursing, the arts, pharmacy, and engineering. According to previous research colleges are a hub for business students and programs to generate a multitude of unique firm concepts (Bodolica et al., 2021). It is worth noting that the majority of empirical investigations on entrepreneurial intention (EI) among college students have been focused on individuals pursuing business majors, as highlighted by Bell and Bell (2020). According to Sing et al. (2023), the utilization of experiential education (EE) has the potential to provide benefits to students who are not pursuing a business degree. Figure 1: Indonesia’s vocational high school enrollment (in millions) from 2013/14 to 2022/23. ArtsEduca 36 / 251 ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 BACKGROUND The driving forces of today’s economy are characterized by a strong entrepreneurial spirit and the utilization of cutting-edge technology (Liu & Li, 2022). The driving force behind a knowledge-based economy is derived from the ingenuity of entrepreneurial individuals with a strong focus on innovation and the integration of technology competence, sometimes referred to as technopreneurship. Technopreneurs assume a crucial role in the advancement and proliferation of innovative information and communication technology (ICT) products and services across global marketplaces, with the aim of satisfying consumer demand within the digital economy (Hameed & Irfan, 2019). Consequently, a significant number of newly established IT technopreneurs experience failure either during the initial stages of their enterprises or at the peak of their achievements. Both internal and external factors can potentially exert an influence (Pruthi & Mitra, 2023). EDUCATIONAL EXPERIENCE TECHNOPRENEUR INTENTION AND STRATEGY FOR EXPLORING BUSINESS OPPORTUNITIES AMONG VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 During the academic period of 2022-2033 in Indonesia, the total number of students enrolled in vocational high schools was estimated to be around 5.05 million (figure 1). Vocational high schools, commonly referred to as Sekolah menengah kejuruan, afford students the prospect of dedicating the entirety of their three-year educational journey to coursework encompassing various domains, including technology and engineering, health sciences, arts and crafts, tourism, information and communication technology (ICT), agro-business, agro-technology, and business management. In the same year, secondary vocational institutions employed an estimated 337,000 teachers. It is important to note that starting a business is a commendable way for recent school graduates to contribute to the economy without government intervention. In addition, the adverse economic conditions brought about by the COVID-19 pandemic may make it difficult for recent graduates to find lucrative employment opportunities. Despite the efforts of the Indonesian government, the newer generation of Indonesian shows little interest in pursuing professional careers in the field of business. Recent data from Boeri et al. (2020) indicate that approximately 3% of Indonesian college students engage in entrepreneurial endeavors concurrently with their academic studies. In contrast, according to data from Schillaci et al. (2022), only 4.7% of recent graduates in the United Kingdom pursued self-employment or freelance work, and only 0.6% established their own business. Entrepreneurship is characterized by its expansive scope, which encompasses a wide variety of specializations. Technopreneurship is a form of entrepreneurship anchored in technology. Technopreneurs play a pivotal role in the transformation of the global landscape by conceiving and implementing novel applications for existing technologies. This is especially true in light of the growing prominence of virtual realms and the increasing reliance on artificial intelligence. In addition, the COVID-19 epidemic has compelled numerous organizations to incorporate innovative technologies and concepts into their daily operations in preparation for the postEVD era (Azizan et al., 2021). Nonetheless, the term “technopreneur” continues to be associated with a novel business concept. As a result, Indonesia faces numerous obstacles in training and educating technopreneurs with a competitive advantage (Esfandiar et al., 2019). Indeed, it is true that technological innovation and entrepreneurial spirit are not readily produced and traded. Failure to cultivate extraordinary technopreneurs on a global scale could exacerbate the disparities between nations, cultures, and civilizations (Koe et al., 2021). Therefore, it is essential to prioritize research into the expansion of technological entrepreneurship. It is essential to remember that individuals do not consciously decide to pursue entrepreneurship. Before deliberating entrepreneurship, individuals must exhibit a certain level of intent. According to Che Embi et al. (2019), an individual’s intention and likelihood of pursuing entrepreneurship are positively correlated. The conceptual framework incorporates technological innovation-related goals. The vast majority of scholarly research on entrepreneurial intent has primarily focused on conventional entrepreneurship. However, there is a notable dearth of academic research in the field of technopreneurship. According to Masenya (2021), there is a lack of clarity regarding the extent to which characteristics such as talents and orientation contribute to the technopreneurship objective. The phenomenon of technopreneurship is understudied in the academic literature, resulting in a significant knowledge gap regarding its propelling forces. The purpose of this study was to determine the factors that influence college students’ propensity towards technopreneurship. CONCEPTUAL FRAMEWORK A subfield of entrepreneurship that is commonly known as “technopreneurship,” “technical entrepreneurship,” or “technology-based entrepreneurship.” Gary Byers coined the term “technopreneurs” in 1983 to refer to individuals who possess both entrepreneurial acumen and technology expertise, thus combining firm ownership with technological proficiency (Ochinanwata et al., 2023). The significance of exceptional technopreneurship lies in its capacity to develop cutting-edge technology, reduce barriers between nations, cultures, and civilizations, and ultimately transform the present state of the world as we move into the digital era (Romero-Colmenares & Reyes-Rodríguez, 2022). Technopreneurs are essential to the development of a nation. Therefore, it is essential in today’s dynamic global corporate landscape to cultivate students as future leaders who comprehend the significance of technopreneurship (Tomy & Pardede, 2020). Developing individuals with strategic thinking ArtsEduca 36 / 252 Achmad Imam Agung skills who can effectively navigate a rapidly changing economic landscape requires a significant amount of cognitive capacity, extensive expertise, and advanced technological education, in contrast to the relatively simpler task of mass-producing goods. In addition, the expansion of technopreneurship faces numerous obstacles because some communities and cultures view it as incompatible with their respective beliefs, values, and cultural heritage (Abbas, 2018). According to research, the lack of strategic management perspectives, attitudes, and skills is a significant barrier to the development of technopreneurship in the majority of Asian nations (Schunk & DiBenedetto, 2021). Therefore, additional research is required to investigate the growth of technopreneurship. Understanding entrepreneurial intention H5 H6 Internet Ability Technopreneurial self-efficacy H1 H4 H8 H9 H10 H7 H2 Technopreneurial Intention H3 Individual Entrepreneurial Orientation Figure 2: Conceptual Framework In the current era of digital technology, the exponential growth of computer capabilities has had profound effects on the field of technical entrepreneurship (Chaudhry, 2021). It can be argued that there is a positive correlation between the two, as the demands placed on emerging businesses serve as a catalyst for the development of computer capabilities, which is fueled by the continuous growth and availability of computing resources. This study seeks to investigate the premise that advances in computing capability have a positive effect on the emergence and growth of novel forms of technical entrepreneurship. Obtaining a thorough understanding of the evolution of computers throughout history is an essential first step. The “law of accelerating returns” states that the rate of technological advancement follows an exponential growth pattern (Amankwah-Amoah et al., 2023). This concept rose to prominence as a result of the work of futurists such as Ray Kurzweil. Observational evidence supports Moore’s Law, which manifests as a discernible pattern in which the number of transistors present on integrated circuits, a measure of computational capability, tends to double every two years. Computer technology advancements have facilitated the creation, innovation, and establishment of tech-based businesses by enabling a larger population to partake in these activities due to the advantages of speed, cost-effectiveness, and accessibility. The term “techno-entrepreneurship” refers to the use of technology-driven innovation in the ArtsEduca 36 / 253 ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 Computer Ability is a crucial first step in the evolution of entrepreneurship, as individuals typically exhibit a discernible amount of intention before undertaking entrepreneurial endeavors. The theory of planned behavior (TPB) identifies intention as a predictor of actual conduct, referring specifically to the extent to which individuals are willing to exert effort and endeavor hard in engaging in a certain behavior (Rashid, 2022). Attitude, subjective norms, and perceived behavioral control (PBC) influence the level of intention in an individual. Chaudhry (2021) found a positive correlation between an individual’s entrepreneurial aspirations and their likelihood of engaging in entrepreneurial activities. The discussion within TPB has led to the conclusion that technopreneurial intent is a highly accurate predictor of subsequent technopreneurial conduct. Basing on the TBP, the conceptual framework is shown in the figure 2. EDUCATIONAL EXPERIENCE TECHNOPRENEUR INTENTION AND STRATEGY FOR EXPLORING BUSINESS OPPORTUNITIES AMONG VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 creation of new products, services, or business models (Prasanna et al., 2019). The proliferation of new information technology (IT) businesses in recent decades can be attributed to the consistent and incremental increase in computational capabilities. The proliferation of new businesses in the 1990s and subsequent 2000s can be largely attributed to the rapid development of internet technology and personal computing. Due to the introduction of cloud computing and open-source software, however, this paradigm has shifted, rendering it obsolete (Susanto et al., 2021). In the past, it was impossible for bootstrapped businesses to acquire the computational resources that are now available. As a result, a considerably broader range of individuals are now capable of engaging in the field of technology entrepreneurship, offering novel contributions and effectively competing in the market. Moreover, due to the computational capabilities of computers, the fields of data analysis and artificial intelligence have made significant progress (Trapp & Kanbach, 2021). The current business environment offers unprecedented opportunities for leveraging data-driven insights, anticipating market trends, and automating operational processes. Such advancements would not have been possible without the current level of computer capability. Nonetheless, it is essential to recognize the cyclical nature of this interdependence. When confronting challenges, techno-entrepreneurs frequently seek out novel approaches, thereby consistently stretching the limits of computer capabilities. Consequently, this frequently results in advancements within the particular discipline. The increasing demand for more advanced artificial intelligence (AI) algorithms is driving the development of more efficient computer systems. Based on the above discussion the study has broached the following hypothesis: H1: Computer ability has significant impact on the Technopreneurial Intention There is no denying the growing significance of the internet in business startup endeavours, particularly in the realm of technology startups. The relationship between a person’s Internet proficiency and their propensity for technological innovation and entrepreneurship is both intriguing and logical (Núñez-Canal et al., 2022). As a result of the proliferation of the internet, aspiring tech entrepreneurs have immediate and extensive access to an abundance of information. This includes the provision of market information, information on emerging technologies, and a plethora of educational resources that can help individuals improve their skills and broaden their horizons. Moreover, the Internet has effectively eliminated geographical limitations, allowing nations from around the world to collaborate and establish networks. Aspiring entrepreneurs can currently engage in networking activities with professionals, peers, investors, and potential business partners on a global scale through platforms such as LinkedIn and other forums that cater to specific industries. Entrepreneurs in the technological sector have the opportunity to evaluate the viability of their innovations on the internet at a relatively low cost (Olusegun et al., 2019). In contrast to conventional businesses, which require significant capital for physical infrastructure, a tech startup may find that establishing a substantial online presence, such as a website, active participation in social media, or even the development of a mobile application, is sufficient. Aspiring technology entrepreneurs face fewer obstacles if they have a thorough understanding of the Internet’s complexities. Moreover, the speed of Internet connectivity enables immediate feedback delivery, enabling technopreneurs to rapidly iterate and adapt their products in response to market demands. Based on the above discussion the study has broached the following hypothesis: H2: Internet ability has significant impact on the Technopreneurial Intention According to the theory of planned behavior (TPB), perceived behavioral control (PBC) is a determinant of behavioral intention. Sihwinarti and Ujianto (2022) defines self-efficacy as an individual’s perception of his or her capacity to plan and execute the actions necessary to attain specific performance outcomes (p. 391). There was a significant correlation between the self-perceived abilities of individuals to pursue a career as technopreneurs and their aspirations to pursue such a career. The study by Balasubramanian et al. (2020) revealed a direct and positive relationship between technopreneurship self-efficacy and learning and the aspiration to engage in technopreneurship. This study employed the concept of self-efficacy, with a focus on an individual’s proficiency in using the Internet and operating a computer. According to Kraus et al. (2019), the use of information and communications technology ArtsEduca 36 / 254 Achmad Imam Agung Based on López-Núñez et al.’s (2022) research, there is a correlation between the degree of entrepreneurial orientation (EO) manifested by a company and its overall success. This connection is widely acknowledged in academic discourse. According to Chawla and Goyal (2022), the characteristics of risk-taking, innovative thinking, and initiative that are commonly associated with entrepreneurial orientation (EO) in the corporate context can potentially be extended to one’s personal life. In addition, the three elements of individual entrepreneurial orientation were found to be correlated with the students’ aspirations to launch their own businesses. Gentemann et al. (2021) discovered that a person’s propensity to engage in hazardous behaviour is influenced by the pleasure they derive from taking risks. Cantamessa et al. (2020) discovered a significant correlation between the risk tolerance of Indonesian college students and their entrepreneurial aspirations. Based on the above discussion the study has broached the following hypothesis: H3: Individual entrepreneurial orientation has significant impact on the Technopreneurial Intention. According to Trapp and Kanbach (2021), technology entrepreneurship is a subfield of the broader field of entrepreneurship that focuses on the efficient utilization of technological resources. The term “technopreneur” refers to business owners who prioritize the development of technologically innovative products and services. Masenya (2021) defines a technological entrepreneur as a person who demonstrates a willingness to take risks by deviating from conventional business practices in order to capitalize on opportunities to commercialize innovative technological processes, products, and procedures. A technopreneur is a young entrepreneur who has received extensive training and is responsible for developing modest technological advancements. Thus the the definition provided by Olusegun et al. (2019), a technopreneur is a person who demonstrates expertise in the areas of innovation, invention, and entrepreneurship. Technopreneur is synonymous with technology entrepreneur. Both individuals exhibit attitudes, motivations, desires, values, and beliefs that are consistent with those of entrepreneurs, distinguishing them from other individuals engaged in business activities. Entrepreneurs and technopreneurs are often considered synonymous due to their shared practice of launching and managing their own businesses. Kovatcheva and Koleva (2021) investigated the growing significance of technology-enhanced (TE) education in the science, technology, engineering, and mathematics (STEM) disciplines in Indonesian. Based on the findings of the study, it can be concluded that college students are an excellent sample size for demonstrating the concept of TE in scientific research. According to Masenya (2021), Multimedia University’s technopreneurship programs facilitate the development of innovative organizational structures and management policies. According to Rashid’s (2022) argument, the gender wage gap hinders the employment opportunities available to young people. In addition, it is essential to recognize that there are significant cultural and regional differences in emotional intelligence (EI) between the sexes, as well as differences in how barriers are perceived. In college-aged women, entrepreneurial self-efficacy (ESE), institutional support, and an extroverted personality can facilitate the development of emotional intelligence (EI). In addition, Chaudhry (2021) provide evidence to support the notion that Emotional SelfEfficacy (ESE) partially mediates the relationship between the proactive personalities of female students and their emotional intelligences (EI). Halimi et al. (2021) reached a similar conclusion in a separate study, establishing a correlation between emotional intelligence (EI) and the provision of support by universities. The research also revealed a significant correlation between ESE and an individual’s personal ArtsEduca 36 / 255 ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 is crucial to the success of technopreneurs, primarily due to its capacity to effectively disseminate vital information required for strategic planning. Battisti et al. (2022) assert that the presence of individuals who prioritize productivity, possess technological expertise, and demonstrate global competitiveness is a crucial factor in the development of technopreneurship. According to Akaev et al. (2022), students who possess considerable information technology (IT) skills and have been exposed to practical experience in establishing IT enterprises throughout their academic pursuits are more likely to achieve success in IT-related entrepreneurship. Moreover, Bulegoda and Fernando (2023) postulate that the development of technopreneurs is contingent upon the possession of technical managerial skills and the acquisition of a technical education. EDUCATIONAL EXPERIENCE TECHNOPRENEUR INTENTION AND STRATEGY FOR EXPLORING BUSINESS OPPORTUNITIES AMONG VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 development and autonomy goals. According to a recent study by Pilotti et al. (2023), social awareness (SE), personal fulfillment (PF), and personal development (PD) can accurately predict emotional intelligence (EI). The previously mentioned discovery was recently made public. In the context of Indonesia, TE has received less attention than EI. As a result, the majority of research has centered on EI, examining factors such as perceived feasibility, perceived desirability, ESE, proactive personality, and university support in relation to EI. This disparity stems from the relatively low priority placed on TE in comparison to EI. H4: Technopreneurial self-efficacy has significant impact on the technopreneurial Intention. H5: Computer ability has significant impact on the technopreneurial self-efficacy. H6: Internet ability has significant impact on the technopreneurial self-efficacy. H7: Individual entrepreneurial orientation has significant impact on the technopreneurial selfefficacy. H8: Technopreneurial self-efficacy mediates between computer ability and technopreneurial Intention. H9: Technopreneurial self-efficacy mediates between internet ability and technopreneurial Intention. H10: Technopreneurial self-efficacy mediates between Individual entrepreneurial orientation and technopreneurial Intention. TECSE1 TECSE2 TECSE3 0.855 COMA2 COMA3 0.902 0.917 COMA1 0.925 Computer Ability 0.811 METHOD Using the Structural Equation Modelling-Partial Least Squares (SEM-PLS) analysis method, the study examined the relationships between the proposed variables. Random sampling was utilized in order to collect exhaustive and objective data. 450 individuals were invited to participate in the study at the outset. To ensure that each individual had an equal and independent chance of being included in the study, participants were selected at random from the population of interest. This methodology serves to reduce the potential influence of sampling bias and enhance the generalizability of the study’s findings to a larger population. Among the total of 450 individuals who were invited to participate in the survey, 324 completed it successfully, for a response rate of 72%. The high rate of participant response strengthens the validity of the study’s findings and mitigates the possibility of nonresponse bias. RESULTS In the context of SEM-PLS, the measurement model is used to determine the dependability and validity of the indicators in relation to the latent variables (Ardi, 2020). In the analysis, both the overall construct reliability and the reliability of individual items are considered. The external loadings of the indicators are evaluated in order to determine each item’s reliability. If the composite reliability of the structure remains above an acceptable threshold, outer loading values between 0.4 and 0.7 can be maintained. TECSE4 TECSE5 0.844 0.883 0.899 0.859 TECSE7 0.756 TECSE8 0.762 TECNE1 Technopreneurial self-efficacy TECNE10 0.900 0.892 0.874 INA1 0.919 0.359 0.905 INA3 IEO3 0.901 0.815 Internet Ability Technopreneurial Intention IEO1 IEO2 TECNE3 0.890 0.920 INA2 TECNE2 0.889 TECNE5 TECNE6 0.874 0.923 0.887 0.930 0.908 Individual EO TECNE8 TECNE9 IEO4 Figure 3: Measurement Model ArtsEduca 36 / 256 Achmad Imam Agung Composite Reliability (CR) and Cronbach’s Alpha are frequently used in academic research to assess construct reliability. For both metrics to be considered Table 1: Outer Loadings Computer Ability Individual EO Internet Ability Technopreneurial Intention Technopreneurial self-efficacy COMA1 0.925 COMA2 0.902 COMA3 0.917 IEO1 0.923 IEO2 0.887 IEO3 0.930 IEO4 0.908 INA1 0.920 INA2 0.919 INA3 0.905 TECNE1 0.900 TECNE10 0.892 TECNE2 0.874 TECNE3 0.890 TECNE5 0.901 TECNE6 0.815 TECNE8 0.889 TECNE9 0.874 TECSE1 0.855 TECSE2 0.811 TECSE3 0.883 TECSE4 0.899 TECSE5 0.844 TECSE7 0.756 TECSE8 0.762 When the average variances extracted (AVEs) for each construct exceed 0.5, convergent validity is established (Cheung et al., 2023). To establish discriminant validity, inter-construct correlations must be less than the square root of the average variance extracted (AVE) for each construct. This ensures that the model’s constructs have distinct boundaries. By evaluating the SEM-PLS measurement model, it is possible to ensure that data quality and integrity are maintained for the subsequent evaluation of the structural model (See table 2). Table 2: Reliability Cronbach’s alpha Computer Ability Individual EO Internet Ability Technopreneurial Intention Technopreneurial self-efficacy 0.902 0.933 0.902 0.958 0.925 Composite reliability (rho_a) 0.903 0.934 0.904 0.961 0.930 Discriminant Validity is shown in the table 3. The diagonal values are greater than the lower Composite reliability (rho_c) 0.939 0.952 0.939 0.965 0.940 Average variance extracted (AVE) 0.837 0.832 0.837 0.774 0.691 values and confirms the validity. Table 3: Discriminant Validity Computer Ability Individual EO Computer Ability Individual EO Internet Ability Technopreneurial Intention Technopreneurial self-efficacy 0.915 0.868 0.910 0.497 0.883 0.912 0.873 0.552 0.892 Internet Ability 0.915 0.506 0.894 ArtsEduca 36 / 257 Technopreneurial Technopreneurial Intention self-efficacy 0.880 0.590 0.832 ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 reliable, their values must exceed 0.70. In order to assess validity, both convergent and discriminant measures must be examined (See table 1) EDUCATIONAL EXPERIENCE TECHNOPRENEUR INTENTION AND STRATEGY FOR EXPLORING BUSINESS OPPORTUNITIES AMONG VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA TECSE1 TECSE2 TECSE3 TECSE4 0.000 0.000 0.000 COMA1 0.000 Computer Ability TECSE7 0.000 0.000 0.000 0.000 COMA2 COMA3 TECSE5 0.859 2.639 0.000 TECNE1 Technopreneurial self-efficacy 0.000 0.876 INA1 0.659 0.000 0.359 0.000 INA3 IEO2 IEO3 0.000 0.000 Internet Ability Technopreneurial Intention 1.455 IEO1 TECNE2 TECNE3 0.000 4.759 0.000 INA2 TECNE10 0.000 0.000 3.139 2.973 TECSE8 0.000 TECNE5 TECNE6 0.000 0.000 0.000 0.000 0.000 Individual EO TECNE8 TECNE9 IEO4 Figure 4: Structural Model ArtsEduca 36, September 2023 | 10.6035/artseduca.3616 | pp. 249-262 Table 4: Direct Results Computer Ability -> Technopreneurial Intention Computer Ability -> Technopreneurial self-efficacy Individual EO -> Technopreneurial Intention Individual EO -> Technopreneurial self-efficacy Internet Ability -> Technopreneurial Intention Internet Ability -> Technopreneurial self-efficacy Technopreneurial self-efficacy -> Technopreneurial Intention The results provide a nuanced perspective on the relationships between variables such as internet proficiency, entrepreneurial inclination, and computer skills, and outcomes such as technological intention and technological self-efficacy. There was a weak correlation between computer proficiency and the propensity to adopt new technologies, which is noteworthy. Nevertheless, the effect it had on Technopreneurs’ levels of confidence was undeniably substantial. This indicates that computer proficiency is essential for an individual’s confidence in their ability to become an entrepreneur in the technological sector. However, it should be noted that computer proficiency does not necessarily result in a direct desire to engage in technologically oriented entrepreneurial endeavours. The significance of computer skills lies in their crucial role in fostering an individual’s confidence as a technology-based entrepreneur. (O) 0.019 0.237 0.457 0.396 0.090 0.333 0.606 (M) 0.009 0.238 0.466 0.401 0.094 0.326 0.606 (STDEV) (|O/STDEV|) P values 0.145 0.131 0.448 0.090 2.639 0.004 0.136 3.373 0.000 0.083 4.759 0.000 0.173 0.517 0.303 0.112 2.973 0.001 0.193 3.139 0.001 In addition, a significant body of evidence has emerged demonstrating the importance of adopting an entrepreneurial mindset. Individuals’ entrepreneurial orientation correlates significantly with their propensity to engage in technological innovation. This example illustrates the significance of innate entrepreneurial traits and mindsets in fostering the drive and self-confidence required for the establishment of successful technological ventures (Yang et al., 2020). The findings of the study provides support for a fundamental principle of the Theory of Planned Behaviour (TPB), which states that an individual’s perception of their ability to control their behaviour (termed perceived behavioural control) is influenced by their innate skills. It appears that certain intrinsic factors, such as Individual EO, exert a greater influence on the decision-making process when it comes to engaging in particular behaviours. Table 5: Mediation (O) (M) (STDEV) (|O/STDEV|) P values Individual EO -> Technopreneurial self-efficacy -> Technopreneurial Intention0.2400.243 0.092 2.612 0.005 Internet Ability -> Technopreneurial self-efficacy -> Technopreneurial Intention0.202 0.192 0.082 2.468 0.007 Computer Ability -> Technopreneurial self-efficacy -> Technopreneurial Intention0.144 0.151 0.086 1.666 0.048 ArtsEduca 36 / 258 Achmad Imam Agung This suggests that people’s beliefs about their ability to use the internet have an indirect effect on their entrepreneurial ambitions in the technology sector. Last but not least, the T statistic for Computer Ability x Technopreneurial Self-Efficacy = 1.666 (p = 0.048) indicates a marginally significant relationship between the two variables and Technopreneurial Intention. This would indicate that the effect of mediation in this scenario is not as powerful as the other two predictors. Evidently, one’s self-efficacy as a technopreneur is a crucial determinant of whether or not they will translate their abilities and orientations into technologically focused entrepreneurial intentions. CONCLUSION The presented research investigates in depth the complex network of connections that contribute to and influence technopreneurial intention. The findings of this study highlight a fundamental truth: despite the importance of digital skills and knowledge, the entrepreneurial mindset serves as the foundation for the achievement of technopreneurial goals. In the modern digital era, computer and Internet proficiency have emerged as essential skills. However, research indicates that their primary effect is to improve self-efficacy, thereby boosting individuals’ confidence in their technopreneurship skills (Masenya, 2021). However, this increased confidence does not consistently translate into a stronger resolve to launch technology-based startup businesses. Insights into the complexities of technological entrepreneurship are provided by the aforementioned nuanced distinction. Although technical expertise is undeniably essential, it is not the only factor that influences an individual’s decision to pursue a career in technology entrepreneurship. Nonetheless, it is notable that individual entrepreneurial orientation emerged as a significant predictor, highlighting its importance in the context of technopreneurship (Koe et al., 2023). Evidently, the emergence of technopreneurship is the result of entrepreneurial tendencies, inclinations, and mentalities. The combination of inherent characteristics and a heightened sense of selfassurance fosters an environment conducive to the development of technopreneurial aspirations. The study’s mediation effects shed light on the intricate interplay between these variables. The capacity to have confidence in one’s own technopreneurial abilities emerges as a significant factor influencing the relationship between various predictors and eventual technopreneurial intentions (Yordanova et al., 2020). This intermediate function emphasizes the need for aspiring technopreneurs to develop not only technical proficiency, but also the less tangible qualities of self-confidence and optimism. The research is a valuable resource that sheds light on the critical factors that play a pivotal role in a technopreneur’s journey. It highlights the importance of possessing a cohesive set of skills, self-confidence, and innate entrepreneurial tendencies. POLICY IMPLICATIONS These findings provide important insights for Indonesian policymakers to consider in the areas of education and entrepreneurship. Clearly, teaching students how to use computers and the internet is insufficient to promote student technopreneurship. Encouragement of student technopreneurship may necessitate additional measures. The demand for educational programs that foster technological self-assurance and encourage risk-taking has never been higher. Workshops on starting a business, technology-assisted business simulations, and mentoring programs are all potential components that could play a significant role. Not only do students benefit in terms of their ability to succeed, but also in terms of their motivation to do so. REFERENCES Abbas, A. A. (2018). The bright future of Technopreneurship. International Journal of Scientific & Engineering Research, 9(12), 563-566. https:// www.researchgate.net/publication/329715398 Agung, A. I., & Mashuri, C. (2022). Strategies For Exploring Business Opportunities: Technopreneur In Vocational High School Students. 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