Enhancing Entrepreneurial Skills of Grade 12 Students Through ICT-Integrated Project-Based Learning

This action research examined the entrepreneurial skills of Grade 12 students, identified the utilized ICT-integrated project-based learning, and provided necessary responses in order to enhance the entrepreneurial skills of the concerned students. The investigation focused on three core entrepreneurial dimensions, such as Planning, Power, and Achievement, and employed weighted mean analysis to determine students’ self-reported performance levels. Results indicated consistently high proficiency across all clusters, each receiving an adjectival rating of Always. The Planning Cluster obtained an overall mean of 4.32 that indicates students’ strong capabilities in strategic preparation, resource organization, and information management. However, Power Cluster gained an overall mean of 4.39, which reflected elevated levels of leadership, autonomy, interpersonal competence, and self-confidence in executing collaborative tasks. Similarly, the Achievement Cluster has an overall mean of 4.39, which revealed a pronounced commitment to excellence, persistence in overcoming challenges, and readiness to engage in risk-taking behaviors aligned with entrepreneurial thinking. Collectively, these findings suggest that ICT-integrated project-based learning serves as an effective pedagogical approach for fostering essential entrepreneurial competencies among senior high school students, thereby supporting their holistic development and future readiness within academic and professional contexts. Keywords: entrepreneurship, skills, ICT-integrated-project-based learning, clusters, proficiency