Designing and Developing “Young Entrepreneurs Model” Through the Study from Learners’ Problems to Creating Micro-Success Experiences Along the Way
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Abstract
This qualitative research aimed to: 1) explore and analyze the underlying problems of secondary school students from families with economic, social, and learning disadvantages; and 2) design and develop a “Young Entrepreneur Model” as a transformative pathway aligned with the learners’ real-life contexts. The participants were selected using purposive sampling and consisted of four groups: 1) thirty upper secondary school learners from Twarawadee School, Mueang District, Nakhon Pathom Province, who experienced economic and social limitations; 2) twenty teachers and school administrators; 3) five parents and community representatives; and 4) three experts or practitioners in education and career development. The research instruments included brainstorming tools via Padlet and Mentimeter platforms, as well as field notes. Data were collected through observation, in-depth interviews, focus group discussions, and public forums. The data were analyzed using content analysis to identify key issues and themes.
The findings revealed two key results: 1) learners from low-income and socially disadvantaged families faced multidimensional problems including financial hardship, family conflict, poor physical and mental health, low literacy, and learning behaviors misaligned with real-life situations; and and 2) the development of “Young Entrepreneur Model,” which consists of three pathways: 2.1) the Income Path, aimed at generating small-scale income during school years; 2.2) the Life Path, focused on guidance and life design; and 2.3) the Well-being Path, centered on the development of physical and mental health. The model employed integrated learning strategies to enhance competencies and self-esteem. The results indicated that Young Entrepreneur Model can serve as a bridge, transforming learners’ “problems” into “opportunities” for their well-being and career development.
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