The Effects of Future Skills Development through Constructivist Learning using Virtual Stores for Higher Education

This study aimed to develop and evaluate the effectiveness of the LADEC model in promoting future skills among undergraduate learners. The research objectives included: (1) analyzing the components of the LADEC model; (2) designing and implementing the model; (3) comparing the effectiveness of the LADEC model with the DTP model; and (4) assessing learners' future skills in digital entrepreneurship regarding design and creativity. A total of 102 learners enrolled in the e-commerce and digital marketing course were divided into an experimental group of 52 participants (LADEC model) and a control group of 50 participants (DTP model). The results showed that the LADEC model comprises three core elements: (1) learning management, (2) learning environment, and (3) constructivist learning theory. Expert evaluation confirmed the model’s suitability for fostering future skills (mean = 4.76, SD = 0.42). Statistical analysis revealed that learners in the LADEC group demonstrated significant improvement in academic achievement and future skills (t = 14.30, p <.05, large effect size). Although there was no statistically significant difference in overall future skill development between the LADEC and DTP groups, the LADEC model notably enhanced learners’ creativity and digital entrepreneurship skills.