Superstar Learning Platform in Vocational Entrepreneurship Education: A Quasi-Experimental Study

Background and Aim: The rapid integration of information technology in Chinese vocational education necessitates empirical studies on its effectiveness. This study investigates the impact of the Superstar Learning Platform (SLP) within a blended learning framework on entrepreneurial competencies in vocational education. Grounded in constructivist and experiential learning theories, which emphasize active and hands-on learning, this research examines how digital learning tools enhance practical skill development among sophomore Business Administration students at the Digital Business Academy, Zhejiang DongFang Vocational and Technical College. Methodology: A quasi-experimental design was employed to compare traditional and blended learning approaches in the "Start Your Business" course, a key component of vocational entrepreneurship training. The study measured entrepreneurial knowledge, skills, intentions, and self-efficacy using validated pre-tests and post-tests. A perception survey assessed student engagement, interaction, and satisfaction. Quantitative data were analyzed using statistical software Jamovi, and qualitative insights were derived from student feedback. The study’s design aligns with competency-based education (CBE) principles, which emphasize measurable skill development and practical applications in vocational training. This research encompassed a total of 400 students, with 122 participating in the study through purposive sampling. The cohort was divided into a control group, adhering to traditional teaching methods, and two treatment groups. Results: Findings indicate that SLP significantly enhanced entrepreneurial knowledge (p=0.002, d=0.76) and self-efficacy (p=0.017, d=0.59) in the treatment group compared to the control group. Entrepreneurial skills showed marginal significance (p=0.055, d=0.48), suggesting that vocational skill acquisition may require additional hands-on training. No significant difference was found in entrepreneurial intentions (p=0.643, d=0.12). Traditional teaching methods also proved effective, as pre-test and post-test improvements were significant in both the control (p<0.001, d=1.02) and treatment groups (p<0.001, d=1.25). Survey results demonstrated that students in the blended learning environment reported higher engagement, interaction, and satisfaction, reinforcing the importance of digital tools in vocational education. Conclusion: This study highlights the benefits of integrating blended learning in vocational education, particularly in entrepreneurship training. By improving key competencies and student engagement, SLP contributes to a more effective learning environment. These findings provide valuable insights for vocational educators, institutions, and policymakers, supporting the broader adoption of technology-enhanced instructional strategies. Furthermore, this study fills a gap in vocational education literature by examining the role of digital platforms in entrepreneurship courses, emphasizing their potential to enhance job readiness and practical business competencies.