The Role of a Social-Media Integrated Framework (TEPDJO) in Developing Future Entrepreneurs’ Oral Presentation Competencies

Abstract

This study explores the role of a social media-integrated framework, called the Technology-Enhanced Presentation Development Journal (TEPDJO), in developing oral presentation competencies (OPC) among entrepreneurship and business students at a Malaysian public university. Grounded in Social Constructivism, the Community of Inquiry model, and Project-Based Learning principles, TEPDJO integrates social media platforms, namely TikTok, YouTube, Google Classroom, and Google Search, into a structured four-cycle learning process that takes 12 weeks to complete. Using a qualitative approach, ten students from the experimental group of a larger quasi-experimental study participated in semi-structured interviews to reflect on their experiences. Data were analysed using a hybrid thematic approach that combined deductive coding based on the theoretical framework with inductive coding to identify emerging themes. The findings reveal improvements in four key OPC dimensions: content, organisation, language, and delivery. Participants highlighted how the intervention enhanced their ability to select relevant and persuasive content, structure ideas logically, use audience-appropriate language, and deliver presentations with greater confidence. The study concludes that the TEPDJO framework effectively bridges classroom learning with real-world entrepreneurial communication, offering implications for curriculum design and technology integration in business education.