Abstract
In the contemporary global labor market, characterized by rapid digitalization and economic volatility, the traditional focus of vocational education and training (VET) on direct industrial employment is increasingly viewed as insufficient. This study investigates the factors contributing to the development of entrepreneurial mindsets and self-employment intentions among vocational graduates, moving beyond the binary of 'employment vs. unemployment.' Utilizing a quantitative research design with a sample of 450 recent graduates from diverse vocational disciplines, the research examines the roles of entrepreneurial self-efficacy, orientation, and educational pedagogical approaches. Data were collected via standardized surveys and analyzed using multiple regression and comparative statistical techniques. The results indicate that while vocational graduates often possess superior technical skills compared to general education peers, their transition into self-employment is heavily mediated by psychological capital and the specific nature of entrepreneurial education received. Findings suggest that teaching and learning approaches emphasizing behavioral entrepreneurial mindsets significantly increase the likelihood of graduates seeking self-employment. Furthermore, the study identifies a critical gap in digital literacy and marketing competencies, which are essential for sustainable self-employment in the 2020s economy. The research concludes that VET curricula must evolve from a focus on job-seeking to a broader paradigm of 'entrepreneurial agency,' ensuring graduates are equipped to navigate precarious labor markets through independent economic activity. Recommendations for policy realignment and curriculum redesign are provided to support the vocational sector's contribution to local and national economic resilience.