Students' and teachers' perceptions of social entrepreneurship literacy: A case study in an Indonesian vocational boarding school.

This article investigates students' and teachers' perceptions of social entrepreneurship literacy at a government-funded boarding vocational school in Indonesia, focusing on five dimensions: goals, opportunities, innovation, risks, and resources. Using questionnaires and focus group interviews analyzed through interpretative phenomenological analysis, the study found that both students and teachers recognize social entrepreneurship as a means to address social issues, collaborate with local micro, small, and medium enterprises (MSMEs), and innovate using technology and community-based approaches. Participants also acknowledged the risks involved and emphasized the need for careful planning, resource management, and supportive educational environments to foster social entrepreneurship literacy. The study suggests that integrating social entrepreneurship literacy into vocational curricula and strengthening school-community collaborations can enhance students' social awareness and entrepreneurial competencies.