Introduction
The global beauty industry, valued at $ 277.67 billion, and increasingly shaped by digitalization (Yousef et al., 2023), demands graduates who possess not only technical expertise but also entrepreneurial competence to thrive in a competitive, technology-driven market.
However, traditional beauty education programs in higher vocational institutions often emphasize the acquisition of technical skills, sidelining the development of an entrepreneurial mindset that is critical for navigating digital markets (Daouk, 2025; Song et al., 2022).
This misalignment leaves graduates ill-equipped to meet industry needs, where 73% of beauty service providers now require multidisciplinary skills to adapt to technological advancements (Ononiwu et al., 2024).
The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) into education offers a transformative approach by fostering critical thinking, creativity, and interdisciplinary problem-solving. Yet, its potential remains underexplored in beauty education (Katz-Buonincontro, 2023).
This study is grounded in Self-Determination Theory (SDT), which posits that supporting autonomy, competence, and relatedness fosters intrinsic motivation and engagement, ultimately enhancing learning outcomes(Ryan & Deci, 2023). Guided by SDT, this research poses three key questions: (1) How does STEAM integration impact entrepreneurial competence in beauty education? (2) What role does student engagement play in STEAM-based learning to enhance entrepreneurial competence? (3) How do STEAM and student engagement interact to affect entrepreneurial competence, as assessed through mixed-methods analysis?
The significance of this research lies in its response to the evolving demands of the beauty industry and the educational gap it seeks to bridge. STEAM-based learning, when paired with high student engagement—spanning behavioral, emotional, and cognitive dimensions—has been shown to enhance analytical abilities, creativity, and collaboration (Conradty et al., 2023;Maričić & Lavicza, 2024).
Studies like Kayyali (2025) demonstrate that active engagement in STEAM correlates with improved entrepreneurial outcomes, while Li (2025) notes that 72% of students in such programs exhibit stronger recognition of business opportunities. In beauty education, where scientific principles (e.g., skin chemistry), technological tools (e.g., digital skin analysis), and artistic design converge, STEAM offers a unique opportunity to cultivate holistic competencies (Başaran & Erol, 2023;Junghyun, 2025).
However, despite its proven benefits in other fields, the application of STEAM in vocational beauty programs remains limited (Mun, 2022). This study addresses this oversight by leveraging SDT to explore how STEAM, supported by student engagement, can equip beauty students with the skills to innovate and adapt in a digitally transformed industry, enhancing their employability and readiness for modern challenges(Bhattacharjya, 2025).
Although prior research highlights STEAM’s efficacy in fostering interdisciplinary skills (Edelen et al., 2023) and entrepreneurial mindsets (Bosman & Shirey, 2023). Its application to beauty education is scant, with most studies focusing on general or technical education (Zhao & Oh, 2023). This gap is critical given the beauty sector’s unique blend of science, technology, and artistry, which STEAM is well-suited to address.
Unlike previous work that prioritizes technical proficiency, this study uniquely integrates STEAM with student engagement to develop a novel assessment model that combines digital technology and entrepreneurship in beauty education—an area that has been underexplored despite its potential (Deák & Kumar, 2024).
By testing this model, the research contributes a pioneering framework that not only bridges disciplinary silos but also prepares students for the multifaceted demands of the beauty industry. This investigation thus advances the field by offering a theoretically grounded, empirically validated approach to enhancing entrepreneurial competence in higher education beauty programs.
Literature Review
STEAM Learning Method
The beauty industry is projected to reach USD 25.33 billion by 2025 (Monteirinho, 2022). It is a dynamic and digitized sector that requires graduates with both technical proficiency and entrepreneurial acumen. Traditional beauty education programs often emphasize technical skills, sidelining the entrepreneurial mindset needed to thrive in this competitive landscape (Sarkar & Jena, 2022). To address this shortfall, the integration of STEAM offers a promising interdisciplinary approach to foster critical skills for entrepreneurship (Conradty et al., 2023; Stenard, 2021). However, the efficacy of STEAM-based learning depends heavily on student engagement, spanning behavioral, emotional, and cognitive dimensions (Maričić & Lavicza, 2024).
Entrepreneurship in Beauty Education: Opportunities and Barriers
Entrepreneurial competence is pivotal in the beauty industry, where innovation, opportunity recognition, and digital branding are key to success (Se-Eun & Su-Yeon, 2024). Studies from Nigeria (Ekong, 2023) and Portugal (Durão et al., 2024; Monteirinho, 2022) highlight the sector’s growth and the rising demand for entrepreneurial skills.
Sarder and Mustaqeem (2024) demonstrated that entrepreneurship education enhances students’ abilities to identify market opportunities and leverage platforms such as Instagram and TikTok for branding purposes. Yet, Owusu-Acheampong et al. (2025) identified a persistent theory-practice gap, attributing it to inadequate mentoring and resource constraints, particularly in underfunded regions like parts of Sub-Saharan Africa.
Heilporn et al. (2021) proposed blended learning with simulations as an innovative solution; however, their study lacks empirical evidence and a specific application to beauty education, thereby limiting its practical utility. These findings suggest that while entrepreneurship education offers significant potential, its impact is curtailed by structural barriers, necessitating integrated, context-sensitive approaches.
STEAM as a Pedagogical Foundation: Strengths and Constraints
STEAM education merges five disciplines to cultivate versatile skills aligned with 21st-century demands (Wannapiroon & Pimdee, 2022). Research from Germany (Pagkratis, 2024) reported a 25% increase in student motivation in secondary schools, while Suganda et al. (2021) in Indonesia, noted an 18% rise in exam scores due to enhanced analytical skills. However, Suganda et al.’s focus on quantitative outcomes overlooks qualitative entrepreneurial skills, such as creativity, which Wilson et al. (2021) in the UK emphasized through arts integration.
Wannapiroon and Pimdee (2022) in Thailand highlighted immersive technologies, such as augmented reality, but their high cost poses challenges for resource-limited settings. Szczechowicz et al. 's (2023) findings, while promising, are contextually limited to general education, raising questions about applicability to vocational beauty programs. Collectively, these studies underscore STEAM’s capacity to foster interdisciplinary competencies, but its effectiveness in beauty education hinges on overcoming implementation barriers and aligning outcomes with entrepreneurial needs.
Student Engagement: Mediating Learning Success
Student engagement, encompassing behavioral participation, emotional investment, and cognitive effort (Ariani et al., 2024; Xu et al., 2023), is a critical driver of learning outcomes in interdisciplinary settings like STEAM (Maričić et al., 2025). Studies from China (Hsu & Wu, 2023), Indonesia (Reflianto et al., 2021), and India(Vaithianathan et al., 2024) link engagement to improved performance in technology-enhanced and project-based learning, while Okonkwo and Awad (2023) in the US found digital platforms enhance collaboration, a skill vital for entrepreneurship.
However, Gamage et al. (2022) in Australia cautioned that hybrid models, despite boosting engagement, face issues with equitable access in low-income contexts. This tension highlights a key contradiction: the benefits of engagement are well-documented, yet its impact is uneven without inclusive strategies. Moreover, the predominance of research in STEM contexts leaves its role in vocational beauty education underexplored, signaling a gap this study aims to bridge.
A Conceptual Framework: Integrating STEAM, Engagement, and Entrepreneurship
The interplay of STEAM, student engagement, and entrepreneurship forms a dynamic framework for cultivating entrepreneurial competence in beauty education (Kumar & Deák, 2023). This review proposes that STEAM-based learning enhances engagement, which mediates the development of entrepreneurial outcomes.
STEAM equips students with interdisciplinary skills—e.g., product formulation (engineering), digital marketing (technology), and aesthetic design (arts)—essential for beauty entrepreneurship (Alkhatib, 2025). However, his study, while conceptually robust, lacks empirical grounding in beauty-specific contexts, limiting its specificity.
Engagement amplifies STEAM’s impact, as evidenced by Hsiao and Su (2021) in Taiwan, where STEAM projects improved market opportunity recognition, though their focus on practical skills neglects broader mindset development.
Shukshina et al. (2021), in Russian, further noted the role of engagement in fostering critical thinking. However, Bläseet al. (2025), in Germany, highlighted that resource and mentorship shortages hinder the translation of engagement into entrepreneurial success.DeCoito and Briona (2023) in Canada proposed technology-enhanced STEAM simulations, offering a scalable model for beauty education.
The literature reveals that STEAM, student engagement, and entrepreneurship, when integrated, hold significant potential to enhance entrepreneurial competencies in the beauty education sector. However, gaps persist in understanding their specific interactions within vocational contexts.
Synthesizing these themes, STEAM emerges as a transformative pedagogy for beauty education, with engagement acting as a mediator to entrepreneurial competence. Patterns include STEAM’s skill-building potential (Conradty et al., 2023;Wilson et al., 2021)and engagement’s amplifying effect (Maričić et al., 2025; Okonkwo & Awad, 2023).
Contradictions arise between resource-intensive innovations (Wannapiroon & Pimdee, 2022) and their feasibility in underserved regions (Gamage et al., 2022), alongside the theory-practice divide (Bläse et al., 2025). Gaps persist in applying STEAM and engagement to beauty-specific entrepreneurship and in diverse geographical contexts beyond Asia and Europe.
This review addresses these issues by proposing a framework in which STEAM and engagement collectively enhance entrepreneurial outcomes, calling for future research to validate this model across various settings.
Methodology
Research Purposes
The primary aim of this study is to investigate the influence of the STEAM methodology on the development of entrepreneurial skills amongst students of beauty and makeup in higher education. This evaluation focuses on two critical dimensions: student engagement levels and entrepreneurial competencies, seeking to understand how an interdisciplinary pedagogical approach enhances vocational outcomes in beauty education.
Research Design
This study employs a convergent parallel mixed-methods design, as outlined by Creswell and Clark (2023), and integrates it with a quasi-experimental framework. This approach facilitates the simultaneous collection and analysis of both qualitative and quantitative data, providing a robust mechanism for exploring complex educational phenomena(Pregoner, 2024). Qualitative data were derived from structured interviews and systematic observations, providing nuanced insights intoparticipants' experiences. The quantitative strand employed a quasi-experimental design to assess the efficacy of the STEAM methodology against traditional teaching methods. According toClark et al. (2022), dual design enables the examination of concurrent treatment effects, enriching the understanding of pedagogical interventions.
To establish baseline comparability, a pre-test was administered to both experimental and control groups, assessing entrepreneurial competencies and engagement levels. An independent t-test confirmed no significant differences between groups (p> .05), validating their equivalence. The group assignment utilized intact classes to minimize disruption, with random allocation to either STEAM or traditional instruction—a method supported by Johnson and Christensen (2024)for maintaining ecological validity in educational settings.
Research Sample
The study involved 117 fifth-semester students from the cosmetology and beauty program at the Faculty of Tourism and Hospitality, Padang State University, who were enrolled in entrepreneurship courses during the odd semester of the 2024/2025 academic year. Participants were divided into an experimental group (n = 60)that received STEAM-based instruction and a control group (n = 57) that received traditional instruction. Additionally, four instructors (coded L1–L4) participated, with students assigned identifiers (S1, S2, etc.) to ensure anonymity. No attrition occurred, and missing data were addressed using multiple imputation, a technique endorsed byEnders (2022)for preserving statistical power in mixed-methods research.
Research Instruments
Qualitative Instruments
Qualitative data were collected via document analysis, structured observations, and semi-structured interviews. The interview protocol was crafted to elicit detailed perspectives on the STEAM methodology’s impact, with sample questions including: "How has the STEAM approach influenced your understanding of entrepreneurial concepts in beauty education?" (cognitive engagement) “How do you demonstrate behavioral engagement during STEAM-based entrepreneurship activities?”(behavioral engagement) and“What are your feelings about participating in STEAM-based entrepreneurship classes?”(emotional engagement), (See Appendix A).
Observations utilized a systematic checklist aligned with engagement dimensions, ensuring consistency across sessions, as recommended byWalton et al.(2020)
Quantitative Instruments
School Engagement Questionnaire (SESQ)
Student engagement was measured using the SESQ, a validated tool assessing behavioral, emotional, and cognitive dimensions on a five-point Likert scale (1 = never, 5 = always). Confirmatory factor analysis (CFA) affirmed its construct validity (GFI = .92, CFI = .94, RMSEA = .05, SRMR = .04), indicating an excellent fit, including for student engagement research for cosmetology and beauty students in entrepreneurship learning. Reliability was high, with Cronbach’s alpha values of .87 (behavioral), .89 (emotional), .85 (cognitive), and an overall .90. The SESQ was chosen for its relevance to vocational contexts, capturing engagement facets critical to entrepreneurial learning(Hart et al., 2011).
Key items include: “I actively participate in class discussions" (behavioral), "I enjoy STEAM-based entrepreneurship classes as they enhance my entrepreneurial skill" (emotional), "I think critically about the material presented and prepare to develop entrepreneurial skills through STEAM-based learning” (cognitive). The full instrument is provided in Appendix B.
Portfolio Assessment
Entrepreneurial competencies were evaluated through a STEAM-based portfolio framework, encompassing 20 sub-indicators across five domains: Conceptual Mastery(Aadland & Aaboen, 2020): Six cognitive levels from recall to creating, Creativity(Wilson et al., 2021): Critical thinking, curiosity, and ideation, Leadership(Kozminski et al., 2022): Decision-making, motivation, communication, responsibility, risk-taking(Sulphey & Klepek, 2024;Wilson et al., 2021): Confidence, resilience, speculative thinking, and Entrepreneurship Spirit (encouragement) (Lee, 2023; Yáñez-Valdés & Guerrero, 2024): Interest and motivation, technological competence, optimism, and confidence (See Appendix C).
Procedure and Data Analysis
STEAM Implementation
The STEAM intervention spanned four months, guided by a detailed lesson plan (Appendix D) integrating science (e.g., skin chemistry), technology (e.g., digital marketing), engineering (e.g., product formulation), arts (e.g., aesthetic design), and mathematics (e.g., financial analysis). Projects, such as creating and marketing beauty products on TikTok Shop, mirrored real-world entrepreneurial tasks, aligning with Fitrianto and Saif (2024)on experiential learning.
Data Collection
Qualitative data were gathered via 30-minute video-conferenced interviews, recorded with consent and transcribed verbatim. Observations followed a structured checklist. Quantitative data included pre- and post-tests using SESQ and portfolio assessments, with portfolio scores validated by two raters (inter-rater reliability = .85).
Data Analysis
Qualitative Analysis
Qualitative data were analyzed using content-based thematic analysis, following the approach of Braun et al.(2023), which is widely recognized as the gold standard for identifying thematic patterns in qualitative research.
This analysis aimed to explore students’ and lecturers’ perceptions of the effectiveness of STEAM and Student Engagement methods in enhancing entrepreneurial competencies through semi-structured interviews. An inductive coding approach was adopted to allow themes to emerge directly from the data without a pre-existing theoretical framework, thereby enhancing flexibility and contextual sensitivity (Creswell & Clark, 2023).
Two researchers independently coded the interview transcripts, achieving an inter-coder reliability of 90%, which reflects a high level of agreement according to qualitative research standards(O’Connor & Joffe, 2020). The coding process comprised six stages: (1) data familiarization through repeated reading, (2) generation of initial codes based on meaning units, (3) grouping codes into potential themes, (4) reviewing themes to ensure coherence, (5) naming and defining themes, and (6) compiling a narrative report.
Discrepancies between coders were resolved through consensus discussions to ensure accurate interpretation and mitigate individual bias. The validity of the findings was enhanced through member checking, whereby summaries of the results were shared with participants for confirmation, aligning with best practices in qualitative research(Kullman & Chudyk, 2025). This methodology facilitated the reinforcement of quantitative findings with in-depth insights into the dynamics of STEAM learning within the context of beauty entrepreneurship education.
Data Triangulation
Data triangulation integrated qualitative and quantitative findings for a comprehensive interpretation in this mixed-methods study, following Bazeley’s (2024) guidelines. Parallel analysis and synthesis identified convergences, such as the qualitative theme of Collaborative and Practical Learning (e.g., "Working on digital business projects with my team helped me better understand market strategies" [S9]) aligning with high quantitative scores in leadership (M = 89.00, 83.33% "Excellent") and creativity (M = 87.50, 78.33% "Excellent") from Table 1, and Increased Motivation and Enjoyment (e.g., "The STEAM method makes learning enjoyable; I feel motivated" [S4]) corresponding to elevated emotional engagement (M = 4.25, 82.5% High) from Table 3. Divergences emerged, notably in risk-taking courage (M = 82.00, with only 50% scoring "Excellent"), a qualitative data point that was underexplored, highlighting potential STEAM limitations. A systematic joint display juxtaposes codes and variables, enhancing rigor and replicability, asper Hitchcock and Onwuegbuzie (2019). Confirmatory factor analysis on the Student Engagement questionnaire confirmed strong validity with fit indices (GFI = 0.92, CFI = 0.94, RMSEA = 0.05, SRMR = 0.04), meeting Kline's (2024) criteria and supporting data integration.
Quantitative Analysis
Quantitative data wereanalyzedusing SPSS version 24, encompassing descriptive statistics, independent t-tests to compare students’ entrepreneurial competencies, and two-way analysis of variance (ANOVA) byOkoye and Hosseini (2024)to assess the effects of teaching methods (STEAM vs. traditional) and levels of Student Engagement, as well as their interaction, on entrepreneurial competencies, and to examine the relationship between Student Engagement and entrepreneurial competencies.
Before conducting the two-way ANOVA, statistical assumptions were rigorously tested to ensure the validity of the results (Sureiman & Mangera, 2020). The Shapiro-Wilk test confirmed normal distribution for entrepreneurial competencies (p= .125 > .05) and Student Engagement (p= .078 > .05), consistent with MacFarland and Yates' (2020) recommendations for parametric analysis.
Homogeneity of variances was verified using Levene’s test, yielding p= .234 > .05 for teaching methods and p= .189 > .05 for engagement levels, indicating equal variances across groups as required by ANOVA(Tabachnick & Fidell, 2011).
The independence of observations was ensured through an experimental design featuring random group assignment, thereby avoiding data dependency. Residual analysis was performed to confirm the absence of systematic patterns, supporting the assumptions of linearity and homoscedasticity (Osborne,2017). The multicollinearity analysis was assessed using the Variance Inflation Factor (VIF), with a maximum VIF of 2.34 (< 10), indicating no significant multicollinearity. The Durbin-Watson test produced a value of 1.92 (within the acceptable range of 1.5–2.5), confirming the absence of autocorrelation. The Breusch-Pagan test for heteroscedasticity yielded p= .143 > .05, affirming homoscedasticity.
The two-way ANOVA was followed by Tukey’s Honestly Significant Difference (HSD) post-hoc test to pinpoint specific group differences, further enhancing the robustness of the quantitative findings.
Ethical approval was secured from Universitas Negeri Padang’s Research Ethics Committee (protocol number 215/UNP/Etik/2024). Participants provided written informed consent, with anonymity maintained via coding. No compensation was offered, and no attrition occurred. The study adhered to ethical standards outlined byCreswell and Clark (2023).
Results
The Effectiveness of the STEAM Method on Makeup-Beauty Entrepreneurship Learning
QualitativeFindings
Thematic analysis of interviews with students and lecturers demonstrated the transformative effects of the STEAM methodology on entrepreneurship education in the beauty sector. Findings coalesced into three core themes: increased motivation and enjoyment, collaborative and practical learning, and cognitive engagement through diverse resources—each corroborated by participant insights.
1. Enhanced Motivation and Enjoyment
The STEAM methodology enhances students' emotional engagement by fostering a motivating and enjoyable learning environment. Students describe this approach as both pleasurable and stress-free, owing to its flexible and interactive structure. Digital platforms, such as Microsoft Teams, enable self-paced learning, alleviating pressure and cultivating a relaxed atmosphere.
Lecturers report heightened student enthusiasm during project-based tasks, attributing this to the curriculum’s structured yet adaptable design. Preparatory materials, distributed a week in advance, bolster student preparedness, while a systematic progression from foundational concepts to advanced applications sustains engagement. This elevated motivation is evident in students’ willingness to exceed mandatory practice hours, driven by the real-world relevance of the content and a supportive learning environment.
A student emphasized the method’s practical relevance, stating, "The practical relevance of this method makes learning enjoyable and motivating" [S4]. Another appreciated the relaxed setting, noting, "I value the relaxed environment due to the flexibility in task completion" [S6]. Lecturers corroborate these observations, with one reporting, "Students’ enthusiasm increases in executing project-based tasks" [L3], and another highlighting, "The structured flexibility encourages additional effort" [L1]. A student further reinforced this, stating, "The systematic presentation of materials sparks a desire to invest extra time" [S5].
2. Collaborative and Practical Learning
The STEAM methodology promotes collaborative and practical learning through group projects and the integration of social media platforms, equipping students with skills pertinent to the beauty industry. Students value teamwork when addressing authentic business challenges, such as devising digital marketing strategies for beauty products. The incorporation of platforms like TikTok Shop for digital marketing projects enhances relevance, offering hands-on experience with industry trends.
Lecturers observe marked improvements in students’ teamwork and leadership capabilities, aligning with the curriculum’s entrepreneurial goals. The structured curriculum, progressing from concept mastery to project execution, supports this development through tasks like market opportunity identification and target segment determination. Social media integration amplifies the practical dimension, as students simulate marketing campaigns and gain insights into consumer behavior.
A student expressed appreciation, stating, "I highly value team collaboration in digital business projects" [S9]. Another recognized the method’s strength, noting, "It integrates creativity and strategy through social media projects" [S2]. Lecturers echo these sentiments, with one observing, "Students’ teamwork and leadership skills have increased" [L4], and another affirming, "The focus on practical, market-driven projects fosters an entrepreneurial spirit" [L2].
3. Cognitive Engagement through Resource Diversity
The STEAM methodology elevates students’ cognitive engagement by leveraging diverse digital resources—including videos, tutorials, and online materials—that facilitate a profound understanding of complex entrepreneurial concepts. Students report that these resources render abstract ideas more accessible, thereby enhancing their confidence in addressing challenging topics. The variety of learning materials encourages active participation in discussions and cultivates critical thinking, as students advance from basic comprehension to sophisticated analysis and evaluation.
Lecturers play a critical role, offering six hours of daily consultation and providing preparatory materials a week prior, ensuring timely guidance and sufficient preparation. The systematic curriculum delivery supports progressive learning, enabling students to formulate questions and engage in meaningful discussions. This synergy of diverse resources and accessible lecturer support fosters an environment where students feel motivated to explore ideas and surmount challenges.
One student noted, "Using videos and online materials helps me understand complex concepts" [S1]. Another affirmed, "I greatly appreciate the intuitive learning process thanks to resource availability and lecturer support" [S3]. Lecturers report, "Students’ confidence has increased due to diverse materials and consultation opportunities" [L1], with another adding, "It effectively facilitates communication and provides easy access to comprehensive materials" [L4].
4. Integration of Findings
Collectively, these three themes demonstrate the STEAM methodology’s capacity to deliver a holistic learning experience, addressing emotional, collaborative, and cognitive dimensions of engagement. The motivating and enjoyable environment spurs students to invest in their learning, as evidenced by their readiness to dedicate additional time to projects. The emphasis on collaboration and practicality ensures the development of teamwork and leadership skills, preparing students for the dynamic beauty industry.
Concurrently, diverse digital resources and structured support enhance cognitive engagement, enabling students to master intricate concepts and apply them effectively. Lecturers’ competencies, encompassing pedagogical expertise and accessibility, are pivotal to this success, as one lecturer noted [L2]. Positive student feedback underscores the method’s transformative impact, with one asserting, "STEAM has revolutionized my approach to entrepreneurship education" [S6]. These findings highlight STEAM’s potential to advance vocational entrepreneurship education, offering a framework for integrating interdisciplinary learning with digital technology.
Quantitative Findings
The following findings present a comparative analysis to evaluate entrepreneurial competency among students who employ the STEAM approach versus those in conventional classrooms.
STEAM Method and Students’ Entrepreneurial Competence
A comprehensive analysis spanning four months revealed striking differences between STEAM and traditional approaches in teaching digital entrepreneurship. The STEAM methodology demonstrated superior outcomes across multiple dimensions of student achievement.
Table 1. Entrepreneurial Competence Experimental Class
| Indicators | Poor(0-50) | Good(51-79) | Excellent(80-100) | Mean | Standard Deviation |
| Concept Mastery | 5 (8.33%) | 15 (25.00%) | 40 (66.67%) | 85.00 | 3.12 |
| Creativity | 3 (5.00%) | 10 (16.67%) | 47 (78.33%) | 87.50 | 2.98 |
| Leadership | 2 (3.33%) | 8 (13.33%) | 50 (83.33%) | 89.00 | 2.85 |
| Courage to take risks | 10 (16.67%) | 20 (33.33%) | 30 (50.00%) | 82.00 | 3.25 |
| Entrepreneurship encouragement | 8 (13.33%) | 12 (20.00%) | 40 (66.67%) | 84.50 | 3.05 |
| Average | 85.60 |
Table 1 shows evidence that students' overall performance was outstanding, achieving an average score of 85.60 out of 100. The majority of students fell within the "Excellent" category (80–100) across all indicators, with the highest percentages observed in Leadership (83.33%) and Creativity (78.33%). The "Courage to take risks" indicator showed a more balanced distribution across the three categories, yet it was still predominantly in the "Excellent" category (50%). Overall, these results reflect a high level of mastery of concepts, creativity, leadership, courage to take risks, and entrepreneurial encouragement among students.
Table 2.Entrepreneurial Competence of the Conventional Class
| Indicators | Poor(0-50) | Good(51-79) | Excellent(80-100) | Mean | Standard Deviation |
| Concept Mastery | 13 (22.67%) | 22 (36.00%) | 25 (41.33%) | 76.42 | 3.03 |
| Creativity | 22 (36.47%) | 29 (48.00%) | 9 (17.33%) | 74.34 | 3.25 |
| Leadership | 5 (8.00%) | 11 (18.67%) | 44 (73.33%) | 83.61 | 3.34 |
| Courage to take risks | 30 (50.00%) | 19 (31.60%) | 11 (18.40%) | 71.43 | 3.31 |
| Entrepreneurship encouragement | 44 (73.33%) | 13 (22.67%) | 3 (4.00%) | 68.94 | 2.95 |
| Average | 74.95 |
Table 2 displays student performance exhibited significant variation across different indicators, with an overall mean score of 74.95. The Leadership indicator recorded the highest performance, with the majority of students (73.33%) falling into the Excellent category (80–100) and achieving the highest mean score of 83.61. In contrast, the Entrepreneurship Encouragement indicator yielded unsatisfactory results, with most students (73.33%) falling into the Poor category (0–50), resulting in a mean score of 68.94. Overall, despite challenges in indicators such as Courage to Take Risks and Creativity, which had high percentages in the Poor category, these findings reflect strong leadership potential among students. However, improvements are needed in aspects related to entrepreneurship and risk-taking.
These findings suggest that STEAM's systematic approach to digital business education provides a more comprehensive and effective framework for developing future entrepreneurs, particularly in fostering essential qualities such as creativity, leadership, and a propensity for risk-taking.
Figure 1. Students’ Entrepreneurial Competence Between the STEAM Class and the Conventional Class
Figure 1. Comparison of Entrepreneurial Competencies Between STEAM and Conventional Classes. The STEAM group outperformed the conventional group across all indicators, with creativity showing the largest gap (78.33% vs. 17.33% in ‘Excellent’), and a gap in the Entrepreneurship encouragement score (4.00 vs. 66.67 in Excellent). (The interaction effect (F= 3.75,p= .025) indicates that high engagement amplified STEAM’s impact, particularly for leadership and creativity.
Student Engagement in the STEAM Method on Makeup-Beauty Entrepreneurship Learning
We can elaborate on the engagement of students in taking beauty entrepreneurship courses using the STEAM method based on the findings of the following qualitative and quantitative data:
Qualitative Findings
Thematic analysis of interviews with students and lecturers elucidated the substantial influence of the STEAM methodology on student engagement in entrepreneurship education within the beauty sector. Findings were delineated into three engagement dimensions: behavioral, emotional, and cognitive—each substantiated by participant insights.
1. Behavioral Engagement
Behavioral engagement was evident through students' active participation, discipline, and enthusiasm in completing entrepreneurship tasks. Students allocated extra time to projects and consistently reported progress through weekly reports and group discussions. The practical and flexible structure of STEAM, supported by digital tools such as Microsoft Teams and TikTok Shop, motivated students to take responsibility for their learning. One student stated, "The STEAM method encourages us to actively engage in projects... I dedicate extra time because the tasks are very interesting" [S9]. Lecturers noted an increase in initiative, with one commenting, "Students using STEAM show extraordinary enthusiasm in project work" [L3]. The combination of structured tasks and easily accessible resources supported a proactive approach in entrepreneurship education.
2. Emotional Engagement
The STEAM methodology fostered a positive emotional connection to learning, with students reporting feelings of joy, comfort, and reduced stress. The flexible and interactive nature of the method, enriched by digital media such as videos and tutorials, created a supportive learning atmosphere. One student expressed, "The STEAM method is enjoyable to follow... I feel relaxed and unburdened" [S1]. Lecturers observed increased motivation, with one stating, "The STEAM method successfully stimulates students' interest and motivation" [L2]. Regular feedback and extensive consultation hours further reduced anxiety, strengthening students' emotional engagement in entrepreneurship projects.
3. Cognitive Engagement
Cognitive engagement was reflected in students' active involvement in understanding and applying concepts of entrepreneurship. Diverse digital resources, such as images, videos, and tutorial links, and a systematic curriculum facilitated deep understanding and discussion. One student shared, "The STEAM method greatly enhances my cognitive engagement because I frequently discuss with lecturers" [S1]. Lecturers contributed by providing comprehensive materials and consultation opportunities, with one noting, "The STEAM method provides greater opportunities for students to ask questions and discuss the material" [L1]. This approach encouraged critical thinking and practical application, such as the development of beauty products.
4. Integration of Findings
The three dimensions of engagement-behavioral, emotional, and cognitive-collectively demonstrate the STEAM methodology's ability to create a holistic and engaging learning experience. Active participation was driven by the practical structure, emotional connection was strengthened by the supportive environment, and cognitive engagement was enhanced through diverse resources and systematic content delivery. These findings align with the curriculum's goal of developing entrepreneurial competencies, such as creativity and strategic thinking, in the context of beauty education. One lecturer summarized, "The digital-based STEAM approach enhances students' learning focus" [L3], while a student added, "Entrepreneurship education with digital media strongly supports our engagement" [S8].
QuantitativeFindings
Quantitative analysis demonstrated significant advancements in student engagement via the STEAM methodology. Measurements captured during the learning process unveiled distinctive participation patterns, illustrating how STEAM effectively stimulated student activeness across multifaceted activities.
Table 3. Students' Engagement in the STEAM Method
| No | Indicator | Likert scale | Percentage | Level |
| 1 | Behavioral Engagement | 4.14 | 77.5 | High |
| 2 | Emotional Engagement | 4.25 | 82.5 | High |
| 3 | Cognitive Engagement | 4.1 | 75 | High |
| Whole | 4.21 | 80.5 | High |
Table 3 summarizes student engagement levels in a STEAM-based learning environment, measured across three dimensions: behavioral, emotional, and cognitive engagement. Behavioral engagement, reflecting active participation, scored a mean of 4.14 (77.5%, High). Emotional engagement, indicating enthusiasm and interest, achieved the highest mean of 4.25 (82.5%, High). Cognitive engagement, representing critical thinking and concept mastery, recorded a mean of 4.1 (75%, High). Overall, the average engagement level was 4.21 (80.5%, High), demonstrating that the STEAM method effectively fosters strong student engagement across all dimensions.
Table 4. Student Engagement Following the STEAM Method
| Student Engagement | Low(1.00-2.33) | Moderate(2.34-3.66) | High(3.67-5.0) | Means | Level |
| Behavior | 5 (8.3%) | 15 (25.0%) | 40 (66.7%) | 4.2 | High |
| Emotional | 3 (5.0%) | 20 (33.3%) | 37 (61.7%) | 4.5 | High |
| Cognitive | 2 (3.3%) | 18 (30.0%) | 40 (66.7%) | 4.3 | High |
| Average | 4.33 | High |
Table 4 confirms that student engagement in the experimental class, which utilized the STEAM method, demonstrated excellent results across all aspects. The majority of students achieved a high level of Behavioral Engagement (66.7%, mean = 4.2) and Cognitive Engagement (66.7%, mean = 4.3). Although Emotional Engagement had a moderate proportion of 33.3%, the majority still reached a high level (61.7%, mean = 4.5). Overall, the average student engagement was 4.33, categorized as high, indicating that the STEAM method raised students' behavioral, emotional, and cognitive engagement.
Table 5. Students' Engagement following the Conventional Method
| Student Engagement | Low(1.00-2.33) | Moderate(2.34-3.66) | High(3.67-5.0) | Means | Level |
| Behavior | 15 (26.3%) | 35 (61.4%) | 7 (12.3%) | 3.1 | Moderate |
| Emotional | 10 (17.5%) | 32 (56.1%) | 15 (26.3%) | 3.4 | Moderate |
| Cognitive | 22 (38.6%) | 28 (49.1%) | 7 (12.3%) | 2.9 | Low |
| Average | 3.13 | Moderate |
Table 5 shows that student engagement in the control class indicates that the majority of respondents achieved a Moderate level for Behavioral Engagement (61.4%) and Emotional Engagement (56.1%), with mean scores of 3.1 and 3.4, respectively. However, for Cognitive Engagement, most respondents were at a Low level (38.6%) with a mean score of 2.9, highlighting limited cognitive engagement. Overall, the average student engagement score was 3.13 (Moderate), suggesting that the conventional method is effective in enhancing behavioral and emotional engagement but less optimal in stimulating cognitive engagement.
Table 6. Effect of Implementing the STEAM Method and Student Engagement
| Source | Type III Sum of Squares | df | Mean Square | F | Sig. | Observed Power | Partial η² | |
| Corrected Model | 1250.45 | 5 | 250.09 | 18.76 | .000 | |||
| Intercept | 25000.00 | 1 | 25000.00 | 1876.00 | .000 | |||
| Method | 800.25 | 1 | 800.25 | 60.00 | .000 | 1.000* | 0.348 | |
| Engagement | 350.20 | 2 | 175.10 | 13.14 | .000 | 0.999* | 0.189 | |
| Method * Engagement | 100.00 | 2 | 50.00 | 3.75 | .025 | 0.700* | 0.062 | |
| Error | 1500.00 | 111 | 13.51 | |||||
| Total | 28250.65 | 117 | ||||||
| Corrected Total | 2750.45 | 116 |
a. R Squared = .454 (Adjusted R Squared = .432)
Table 6 displays that the overall model is statistically significant, F(5, 111) = 18.76, p< .001, accounting for 45.4% of the variance in entrepreneurial competence (R²= .454, AdjustedR²= .432). Both main effects were significant: teachingmethod, F(1, 111) = 60.00, p< .001, partialη²= .348, and student engagement,F(2, 111) = 13.14, p< .001, partial η²= .189. Additionally, a significant interaction between teaching method and engagement was observed, F(2, 111) = 3.75, p= .025, partial η²= .062, suggesting that the effect of the teaching method on entrepreneurial competence varies depending on the level of student engagement. The observed power was high for the main effects (1.000 for method and 0.999 for engagement) and moderate for the interaction effect (0.700). These findings highlight the crucial role of effective teaching strategies and student engagement in fostering entrepreneurial skills among students in beauty programs.
Table 7. Post-ANOVA Follow-up Test Using Scheffe.
| (I) Student Engagement | (J) Student Engagement | Mean Difference (IJ) | Std. Error | Sig. | Lower Bound | Upper Bound |
| High | Moderate | 10.50 | 2.10 | .001 | 6.30 | 14.70 |
| Low | 18.25 | 2.25 | .000 | 13.75 | 22.75 | |
| Moderate | High | -10.50 | 2.10 | .001 | -14.70 | -6.30 |
| Low | 7.75 | 2.00 | .002 | 3.75 | 11.75 | |
| Low | High | -18.25 | 2.25 | .000 | -22.75 | -13.75 |
| Moderate | -7.75 | 2.00 | .002 | -11.75 | -3.75 |
Table 7 presents the results of the Tukey HSD test, indicating significant differences in entrepreneurial competence based on levels of student engagement. High engagement yielded significantly better entrepreneurial competence compared to moderate engagement (mean difference = 10.50,p= .001) and low engagement (mean difference = 18.25, p< .001). Moderate engagement also resulted in higher achievement than low engagement (mean difference = 7.75,p= .002). All comparisons were significant at thep< .05 level, with 95% confidence intervals confirming these differences. These findings suggest that higher student engagement is associated with improved academic performance.
Discussion
This mixed-methods inquiry explores the effects of the STEAM methodology on student engagement and entrepreneurial competencies in beauty education. Integrating qualitative and quantitative data, the analysis demonstrates that STEAM fosters a collaborative and interactive learning environment, thereby enhancing targeted entrepreneurial skills.
Effectiveness of STEAM in Fostering Entrepreneurial Competencies
The quantitative data indicate that students in the STEAM group outperformed their peers in the conventional group, achieving a mean score of 85.60 compared to 74.95 (Tables 1 and 2). Notably, leadership (M = 89.00, 83.33% in “Excellent”) and creativity (M = 87.50, 78.33% in “Excellent”) emerged as areas of significant strength, suggesting that STEAM’s interdisciplinary design effectively nurtures these competencies. This aligns with Spyropoulou and Kameas (2024a), who argue that integrating technical and artistic elements in vocational education enhances creative problem-solving and leadership.
Theoretically, the project-based nature of STEAM, which requires students to initiate and manage tasks collaboratively, may explain this elevation in leadership, resonating with Kolb’s Experiential Learning Theory(Kolb, 2014). Creativity, meanwhile, is likely bolstered by the arts component and digital tools (e.g., TikTok Shop), which encourage innovative design and marketing, as supported by Wibowo et al.(2021).
However, the moderate performance in “Risk-Taking Courage” (50% in “Excellent”) presents an anomaly. This could stem from the structured nature of STEAM projects, which, while fostering innovation within defined parameters, may limit opportunities for autonomous, high-stakes decision-making—a critical aspect of entrepreneurial behavior(Hynes et al., 2023).
Qualitative insights enrich this analysis, with students highlighting how collaborative projects enhanced practical skills: “Working on a digital business project with my team helped me better understand market strategies” [S9]. Faculty corroborated this, noting improved teamwork and leadership [L4]. These findings align with the Theory of Entrepreneurial Learning(Lv et al., 2021), which emphasizes experiential, real-world tasks as drivers of competency development. Yet, the lower risk-taking scores suggest a potential misalignment with the theory’s focus on adaptability under uncertainty. This divergence may reflect a design limitation in STEAM, where structured guidance, while supportive, constrains students’ exposure to ambiguity, a point echoed byLi(2025)in vocational education contexts.
ANOVA results further substantiate STEAM’s impact (F= 60.00,p< .001) and the role of engagement (F= 13.14,p< .001), explaining 45.4% of variance in entrepreneurial competencies (R²= 0.454). The interaction effect (F= 3.75,p= .025) indicates that engagement amplifies STEAM’s effectiveness, consistent with SDT(Guay,2021).
SDT posits that autonomy, competence, and relatedness enhance motivation, conditions met by STEAM’s flexible structure and faculty support. However, the theory struggles to account for the risk-taking deficit, suggesting that excessive structure may undermine autonomy in contexts requiring bold decision-making.
Student Engagement in STEAM-Based Learning
Student engagement emerged as a multidimensional strength, with qualitative data identifying behavioral, emotional, and cognitive dimensions, corroborated by a mean engagement score of 4.33 (Table 4). Behavioral engagement, marked by discipline and initiative [L3], was evident in high participation rates (M = 4.2, 66.7%), aligning with Maričić et al. (2025) Engagement Framework within SDT. Faculty noted, “Students take charge of their learning” [L1], reflecting autonomy in task execution.
Emotionally, students expressed enjoyment and reduced stress [S1], with a mean score of 4.2, supported by 81% positive responses (Table 3, Item 9). This aligns with SDT’s emphasis on intrinsic motivation(Guay, 2021;Maričić et al., 2025)findings on faculty support reducing anxiety. Cognitively, engagement was driven by diverse resources, with students valuing digital media for concept application [S8] (M = 4.4, 90%), consistent with Cognitive Load Theory (Kennedy & Romig,2021), which highlights optimized instructional design as a facilitator of deep learning.
Comparatively, the conventional group’s lower engagement (M = 3.13, Table 5) underscores STEAM’s advantage, as Bertrand and Namukasa (2023) note in technology-supported vocational settings. However, the persistent moderate risk-taking scores despite high engagement suggest a disconnect.
Cognitive Load Theory may explain this: structured tasks reduce extraneous load, enhancing focus, but may also limit the cognitive flexibility needed for risk-taking (Hynes et al., 2023). Faculty perspectives slightly diverged, emphasizing behavioral gains over emotional or cognitive shifts [L3], indicating a need for balanced representation in future analyses.
Integration of Qualitative and Quantitative Findings
The convergence of qualitative and quantitative data strengthens the study’s validity. Themes such as Collaborative and Practical Learning [S9] align with behavioral engagement (M = 4.2) and leadership scores (M = 89.00), while Enhanced Motivation [S1] corresponds to emotional engagement (M = 4.5) and creativity (87.50) and Entrepreneurship encouragement (84.50).
The STEAM group’s quantitative superiority in Entrepreneurial Competencies (Table 1) is explained by qualitative insights into how STEAM’s practical and collaborative approach fosters skills like creativity and leadership [L4]. Significant ANOVA results (Table 6) and Tukey HSD tests (Table 7) further confirm that higher engagement levels correlate with better academic outcomes, with high engagement yielding a mean difference of 18.25 compared to low engagement.
This integration is visually supported by Figure 1, which illustrates STEAM's dominance across all competency indicators, particularly creativity (78.33% vs. 17.33% in “Excellent”) and Entrepreneurship encouragement score (4.00 vs. 66.67 in Excellent). Qualitative findings that students used social media for real-world marketing [S2] explain the high creativity scores, as Wibowo et al. (2023)revealed that digital platforms encourage innovative thinking, a key entrepreneurial trait in enhancing the spirit (encouragement) of Entrepreneurship.
However, the risk-taking anomaly highlights a divergence, as qualitative data did not deeply explore this limitation. This suggests that while STEAM excels in fostering engagement and certain competencies, its structured approach may inhibit risk tolerance, a finding that challenges Alkhatib's (2025) advocacy for interdisciplinary methods alone.
Theoretical and Practical Implications
The findings partially support SDT and Cognitive Load Theory. STEAM’s design satisfies SDT’s autonomy and competence needs, driving engagement (Guay, 2021), but its structure may conflict with autonomy in risk-taking contexts. Cognitive Load Theory explains enhanced cognitive engagement through the diversity of resources (Kennedy & Romig, 2021). Yet overly structured environments may stifle entrepreneurial adaptability, as noted in vocational education literature (Li, 2025).
Practically, STEAM’s integration of digital platforms and collaboration offers a scalable model for beauty education, though adjustments—such as uncertainty-based tasks—are needed to address risk-taking deficits.
Alignment with Existing Knowledge
The findings of this study align with and diverge from prior research on STEAM's application in entrepreneurial education. In line with Spyropoulou and Kameas (2024b), the interdisciplinary STEAM framework significantly enhances student engagement and creativity, as evidenced by higher scores in these areas among participants. The fusion of technical and artistic elements fosters innovative thinking, a crucial aspect of entrepreneurial competence. Conversely, moderate risk-taking scores challenge the assumption that interdisciplinary methods inherently nurture all entrepreneurial traits, contrasting Lv et al.'s (2021)view of experiential learning's comprehensive skill development and indicating that STEAM's structured approach may limit risk tolerance without incorporating autonomous decision-making opportunities. This discrepancy highlights an underexplored aspect of vocational education: the need to strike a balance between structured guidance and flexibility in order to cultivate a comprehensive range of entrepreneurial competencies.
Conclusion
The findings of this study suggest that the STEAM model is linked to increased student engagement and the development of entrepreneurial competencies in beauty education programs. The convergence of qualitative and quantitative data provides robust support for the effectiveness of the STEAM approach in this context. These results suggest that STEAM may be a valuable framework for vocational education, particularly in fields that benefit from interdisciplinary and applied learning. Theoretically, this research contributes to the literature on SDT by demonstrating its relevance in vocational beauty education, where autonomy, competence, and relatedness appear to be key drivers of student engagement. From a practical perspective, the study presents a validated assessment model that integrates STEAM principles with digital platforms, such as TikTok Shop, addressing the need for educational approaches aligned with industry trends. Based on these findings, it is recommended that educational institutions consider incorporating STEAM-based curricula with project-based learning components, such as those that utilize digital platforms. Additionally, professional development for lecturers in digital pedagogy could enhance the effectiveness of this approach.
Recommendation
To advance entrepreneurship education in higher education beauty programs, integrating STEAM into project-based curricula with at least 30% project-based learning is recommended to foster innovation and market analysis skills through digital sustainability initiatives, such as virtual beauty product launches. Leveraging platforms like TikTok Shop and Instagram can enhance student engagement, supported by a 10-hour training module comprising 4 hours of digital pedagogy, 3 hours of interdisciplinary assignment design, and 3 hours of case study analysis to promote competency-oriented, sustainable instruction. Future research should employ experimental designs with uncertainty-based tasks to examine STEAM’s impact on risk-taking in entrepreneurship education, alongside investigations into cultural and institutional influences on risk tolerance in beauty education. A longitudinal study is suggested to assess the sustained impact of STEAM on entrepreneurial outcomes in the beauty sector.
Limitations
Despite its strengths, the study has limitations. The focus on fifth-semester students limits generalizability, as engagement and competencies may vary across academic levels. The moderate R²(0.454) suggests that other factors, such as prior knowledge or external motivation, may influence outcomes. The lower performance in risk-taking warrants further investigation, potentially through longitudinal studies to assess long-term impacts. Additionally, cross-institutional comparisons could validate the effectiveness of STEAM in diverse contexts(MacDonald et al., 2020).
The authors declare that they have no conflict of interest.
Generative AI Statement
The authors employed Grammarly-AI to improve the linguistic quality and eliminate semantic errors in this manuscript.
AuthorshipContributionStatement
Yupelmi: Conceptualization, design development, data acquisition, data analysis, and writing.Ambiyar: Editing, critical analysis, and final approval.Yulastri : Editing, statistical analysis, and supervision.Reflianto: Statistical analysis, Interpretation, reviewing, and support material.
AdditionalInformation
Supplementary content related to the Appendices of this article is available at this link.
The authors expressed sincere gratitude to LP2M at UNP for their support and facilities throughout this research.