Digital Entrepreneurship Education Model for B40 Group

Kindergarten

Abdul Halim Masnan

, Azizan Zain and Hafizul Fahri Hanafi

Faculty of Human Development, Universiti Pendidikan Sultan Idris, Malaysia

Keywords: Digital Education, Entrepreneurship Education, Model, B40 Group, Kindergarten.

Abstract: The objectives of this study are to (i) Analyze the needs in the construction of the Digital Entrepreneurship

Education Model for B40 Group Kindergarten Children based on teachers' perceptions, (ii) Design the Digital

Entrepreneurship Education Model for B40 Group Kindergarten Children based on expert consensus, (iii)

Validate the usability of the Digital Entrepreneurship Education Model for B40 Group Kindergarten Children

based on teachers' views. This model will be developed based on three phases of Design and Develop

Research (DDR). The first phase, which is the analysis of the content needs of the model to be built, involves

80 kindergarten teachers using a questionnaire. The second phase is to design the model using the Interpretive

Structural Modelling (ISM) method based on the decisions of 10 expert panellists. The third phase is to

validate the usability of the model using the fuzzy Delphi method involving 40 kindergarten teachers. The

results of this study can assist educators and entrepreneurs in delivering entrepreneurship knowledge based

on the development of the Digital Entrepreneurship Education Model for Kindergarten Children in a more

engaging and effective manner. In addition, the implementation of this module can raise awareness among

parents, the community, and stakeholders about the needs of this generation in ensuring balanced economic

well-being based on the National Transformation 2050 concept.

1 INTRODUCTION

Based on the Covid-19 pandemic situation, UNESCO

launched the Sustainable Development Goal 4

program in 2020 through Education 2030, focusing

on educational development starting from early

childhood, especially for the poor, towards the need

for survival. Although Malaysia has the Shared

Prosperity Vision aimed at balancing living standards

and community development, education and the

cultivation of basic entrepreneurship among B40

children have been found to be less emphasized.

Education systems around the world have been shown

to be impacted in a number of ways by the unstable

economic expansion brought on by the Covid-19 pandemic

and the contemporary explosion of digital technology. The

United Nations Educational, Scientific, and Cultural

Organization (UNESCO), in partnership with UNICEF, the

World Bank, and other international organizations,

introduced the Incheon Declaration Education 2030 to

reaffirm their commitment to supporting education

systems, including economic factors, in severely affected

https://orcid.org/0000-0003-3288-5248

https://orcid.org/0000-0002-3205-0956

countries due to the uncertain state of global educational

development (UNESCO, 2020).

Furthermore, by implementing youth entrepreneurship

programs, the government plays a critical role in supporting

family institutions, according to the United Nations,

through its Sustainable Development Goals (SDGs)

program—more especially, the youth entrepreneurship

initiative known as "Exploring Youth Entrepreneurship"

(UN-DESA). These initiatives serve young people's

educational needs by assisting them in managing their funds

(United Nations, 2020).

2 RESEARCH METHOD

2.1 Cultivating Foundational

Entrepreneurship in Kindergartens

The National Preschool Standard Curriculum (KSPK)

includes Science and Technology as one of its six

core pillars, which incorporates objectives for

financial literacy education (Ministry of Education

164

Masnan, A. H., Zain, A. and Hanaﬁ, H. F.

Digital Entrepreneurship Education Model for B40 Group Kindergarten.

DOI: 10.5220/0014068900004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 164-168

ISBN: 978-989-758-788-7; ISSN: 3051-7702

Malaysia, 2017). This pillar integrates early

mathematics and emphasizes money-related concepts

in children's learning. One of its key activities

involves introducing basic financial principles to help

children understand money management and daily

expenses.

However, modern education must also focus on

future career readiness. Research indicates that early

entrepreneurship education for children aligns well

with this need, as it fosters social engagement and

skill-specific development (Sarikaya & Coşkun,

2015).

2.2 Digital Education and Accessibility for

the B40 Group

Under Budget 2021, the Malaysian government

allocated RM50 million to upgrade the Malaysian

Research & Education Network (MYREN),

improving internet connectivity for educational

purposes (Ministry of Finance Malaysia, 2020).

While digital education access remains largely

limited to urban areas, there is hope that free internet

access will eventually reach all communities,

particularly the B40 group. Nevertheless, urban

underprivileged children still face gaps in accessing

free WiFi and digital learning resources, highlighting

the need for more inclusive infrastructure.

2.3 Early Entrepreneurial Exposure and

Long-Term Success

Cheng et al. (2020) studied business education from

an early age, focusing on immigrant families from

China in the 1960s. Their findings revealed that

successful entrepreneurs in the study attributed their

achievements to proactive family upbringing, where

children were involved in business activities from a

young age. This highlights the importance of

instilling entrepreneurial fundamentals—such as

money management and age-appropriate business

activities—in B40 children to foster financial

independence and decision-making skills for

adulthood (Inanna et al., 2020).

This multifaceted approach cultivates leadership,

competitiveness, financial acumen, and discipline—

key traits for future success (Mohamad Fazli &

Nurhayatul Nira, 2018). Educators play a critical role

in creating a supportive environment for B40 children

to thrive in entrepreneurial learning.

Abdul Halim & April Ann (2016) advocate for

"young entrepreneur" programs rooted in real-life

experiential learning. Aligning with Malaysia’s

Education Development Plan (Ministry of Education,

2018) and Shared Prosperity Vision 2030 (Ministry

of Economic Affairs, 2019), early entrepreneurship

education prepares children for an increasingly

competitive workforce. Financial literacy is a core

component, ensuring children grow into savvy

financial managers (Inanna et al., 2020; Nurul ‘Alyaa

Adilla, 2015).

3 RESEARCH METHOD

Creating a Digital Entrepreneurship Education Model

for Kindergarten Students from the B40 Group is the

main goal of this study. Ritchey and Klein (2007)

introduced the Design and Development Research

(DDR) Approach, which is the research approach

used in this study. This approach was used in order to

support current ideas and confirm the applicability of

related models (Richey & Klein, 2007).

The study makes use of the Design and

Development Research (DDR) technique, a modern

framework for research that facilitates the

identification and development of models through

three crucial stages: Phase of Needs Analysis; Phase

of Design and Development; Phase of Evaluation

3.1 Phase of Needs Analysis

For this phase, a questionnaire instrument was

developed and distributed to collect pilot study data.

The sample for this pilot study comprised National

Preschool teachers under the Selangor State

Education Department, Federal Territory of

Putrajaya, and Federal Territory of Kuala Lumpur.

The pilot study involved 120 preschool teachers, with

subsequent distribution to 500 kindergarten teachers

(actual sample). The collected data will be analyzed

using SPSS software, categorized into three levels:

low, moderate, and high.

3.2 Phase of Design and Development

Interpretive Structural Modelling (ISM) and the

Nominal Group Technique (NGT) were used to

collect data and reach expert consensus. Using NGT

sampling, particular specialists who could supply the

data needed for this investigation were chosen. Ten

interdisciplinary experts participated in a workshop to

identify the essential components for creating the

Digital Entrepreneurship Education Model for B40

Kindergarten Students.

Digital Entrepreneurship Education Model for B40 Group Kindergarten

165

3.3 Phase 3: Assessment of Usability

A systematic questionnaire was created as the

research tool for this assessment stage. This survey,

which has been approved by experts, evaluates the

Digital Entrepreneurship Education Model for

Kindergarten Students among kindergarteners in B40

construct validity by measuring:

Level of knowledge

Level of comprehension

The ability to use

To assess the model's usability, 40 preschool

instructors were given the questionnaire after it had

been validated by experts.

4 RESULTS AND DISCUSSION

4.1 R

ESULTS

4.1.1 Phase 1 - Needs Analysis

The pilot study involved 120 preschool teachers, with

subsequent distribution to 500 kindergarten teachers

(actual sample). The Phase 1 framework was

developed after analyzing all research data.

Key Findings:

The needs analysis for developing a digital

entrepreneurship education model for B40

kindergarten children revealed:

"Children understand the benefits of saving money"

received the highest agreement:

o Agree: 61.9%

o Strongly agree: 18.8%

o Mean score: 3.93 (indicating high importance)

4.1.2 Phase 2 - Usability Evaluation

Data collection and expert consensus were conducted

using:

1. Nominal Group Technique (NGT) – Structured

expert discussions

2. Interpretive Structural Modelling (ISM) –

Hierarchical element prioritization

Process:

A workshop was held with researchers and Graduate

Research Assistants (GRA) to facilitate element

voting. A preliminary Digital Entrepreneurship

Education Model was formulated.

Visual Output:

Figure 1 illustrates the prioritized needs processed

through NGT and ISM:

Figure 1: Digital Entrepreneurship Education Model for

B40 Kindergarten Children.

4.1.3 Phase 3 - Usability Evaluation

In this phase, the Digital Entrepreneurship Education

Model for B40 Kindergarten Children was evaluated

using a structured questionnaire. The results

demonstrate the model's practicality and

effectiveness based on teacher feedback.

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Key Findings:

Table 1: Presents the mean scores and standard deviations

(SD) for the Overall Usability Perception of the model:

o. Questionnaire Statemen

MeanSD

The model is practical for

teachers to train and implement

digital entrepreneurship elements

in children

4.17 0.98

The model clearly guides

teachers in detailing each

element to be applied to children

3.98 0.89

The model effectively assists

teachers in planning training and

implementing digital

entrepreneurship elements for

children

3.95 0.93

Overall Usabilit

Score 4.57 3.51

5 DISCUSSION

The basic digital entrepreneurship model for

kindergarten children is very important for the

purpose of formulating best practices and

implementing appropriate improvements. The

exposure to basic entrepreneurship for the B40 group

is closely related to financial information and can

have a positive impact on long-term practices

(Syahrin et al. 2020). This national-level strategy also

supports collaboration in the field of research and

guides future policy formulation initiatives to raise

public awareness about the importance of financial

literacy (Financial Education Network, 2019).

In addition, this program can help parents, the

community, and relevant parties by benefiting from

the National Transformation 2050 initiative in

shaping the well-being of children through a balanced

Malaysian economy. Since the target of the National

Financial Literacy Strategy 2019-2023 also includes

preschool children from the B40 group, this study will

add basic entrepreneurship elements to the National

Preschool Standard Curriculum in terms of activities,

strategies, and implementation. The financial literacy

of children through digital entrepreneurship

education from an early age can enhance the country's

economic status based on the National

Transformation 2050 concept.

This study makes a significant contribution to the

elements of entrepreneurship, especially the need to

develop of a Digital Entrepreneurship Education

Model for Kindergarten Children of the B40 group

based on teachers' perceptions. This is because the

study of entrepreneurship in kindergarten is still not

carried out much. This study also provides evidence

and explanation for the need to develop a model of

digital entrepreneurship education for B40 children in

kindergarten. It also helps to increase the importance

of entrepreneurial knowledge for students' readiness

to apply entrepreneurial elements.

6 CONCLUSIONS

A new medium in forming a basic model of

entrepreneurship in digital form for kindergarten

children is very important for the purpose of devising

best practices and implementing appropriate

improvements. Disclosure of the B40 group's

entrepreneurial fundamentals is closely related to

financial information and can have a positive impact

on long-term practices (Syahrin et al. 2020). This

national-level strategy also supports research

collaboration and guides policy-making initiatives in

the future to increase public awareness of the

importance of financial literacy (Financial Education

Network, 2019). In addition, this programme can help

parents, the community, and related parties by

receiving benefits based on the idea of National

Transformation 2050 in shaping the well-being of

children through a balanced Malaysian economy.

ACKNOWLEDGEMENTS

This research under the Fundamental Research Grant

Scheme (FRGS) is supported by the Ministry of

Finance (MOF) through the Malaysian Ministry of

Education (KPM). This study is part of the main study

titled "Development of a Digital Entrepreneurship

Education Module for B40 Group Kindergarten

Children Group" (FRGS/1/2021/SSI0/UPSI/02/18).

We would like to thank all the research members who

contributed to this study with their ideas and

dedication. We also thank the steering committee,

critical informants, teachers, parents, and other

stakeholders who participated in this study.

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