TPACK Readiness, Innovative Learning Design, and Digital Entrepreneurship Skills among Indonesian Business Education Students

Background: Digital entrepreneurship skills are increasingly important for business graduates, but evidence remains limited on how technology-integrated pedagogy is associated with their development. Objective: This study examined the structural associations among TPACK readiness, Innovative Learning Design, and the latent construct Digital Entrepreneurship Skills, including whether Innovative Learning Design carried a significant indirect association. Methods: A cross-sectional survey was analyzed using covariance-based structural equation modeling. Of 119 responses, two cases met the prespecified extreme-score rule and were excluded, producing an analytic sample of 117 students. Nineteen dimension-level indicators represented the three constructs. Results: The retained measurement model produced standardized loadings of 0.459-0.812 and composite reliability of 0.738-0.863. Model fit improved after two theoretically justified within-construct residual correlations but remained below conventional benchmarks: chi-square (114) = 308.66, p < 0.001; CFI = 0.808; TLI = 0.771; and RMSEA = 0.121. The three direct paths were significant: TPACK-Innovative Learning Design (beta = 0.861, p < 0.001), Innovative Learning Design-Digital Entrepreneurship Skills (beta = 0.451, p = 0.044), and TPACK-Digital Entrepreneurship Skills (beta = 0.464, p = 0.048). The indirect effect was not significant (beta = 0.388, p = 0.063). Conclusion: The findings support significant cross-sectional associations among the constructs but do not support the proposed mediation hypothesis. Interpretation should remain cautious because of suboptimal model fit, the single-institution sample, and the cross-sectional, self-report design.