Entrepreneurship plays a crucial role in economic and community development, particularly among the younger generation. In recent years, youth entrepreneurship education has gained increased attention as a strategic approach to prepare adolescents for future employment and self-reliance. In this context, entrepreneurship serves not only as a tool for job creation, but also as a means to enhance economic independence and innovation in society. Entrepreneurship activities involving the younger generation, such as training and development programs, have proven to be effective in fostering the spirit of entrepreneurship and enhancing the skills needed to face the current economic challenges (1–3). Entrepreneurship is a key component in economic and social development, especially for the younger generation. Through training, education and support from various parties, the younger generation can be equipped with the necessary skills and knowledge to become successful entrepreneurs, which in turn will contribute to the overall well-being of society (4–6).

The Scout Movement, or Praja Muda Karana, is a scouting organization that aims to educate the younger generation through activities that emphasize character building, skills, and national insight (7,8). Scouts have a role as a non-formal educational institution that supports the learning process outside the school environment (9). Scout members are taught various values, one of which is self-reliance, which shapes their character to be independent in thinking, acting, and solving problems (10,11). Through physically and mentally challenging exercises, Scouts train its members to be responsible for themselves and others, while simultaneously developing a spirit of togetherness and mutual cooperation. Self-reliance, which is one of the core characters in Scouting, is also associated to entrepreneurship (12). Self-reliance requires one to be able to think creatively and take initiative, characteristics that are also the foundation of entrepreneurship. (13). In the entrepreneurial environment, individuals are required to recognize opportunities, manage risks, and create value from businesses that are carried out independently (14–17).

In the implementation of Scout Movement programs, the Kwartir Cabang (Kwarcab) plays a central role as the driving force and controller of the organization at the district or city level. The Kwarcab is responsible for ensuring that every Scout activity runs in accordance with the established educational objectives, namely shaping the character, independence, and skills of Scout members (18). In addition, Kwarcab also plays a role in coordinating the implementation of activities, including developing programs that suit local needs. In the Bogor City area, for example, Kwarcab also supports various initiatives aimed at broadening members' horizons and skills, especially in the field of entrepreneurship, which is now an important need in facing the era of globalization. (18).

Recognizing this alignment, the Bogor City Scout Branch (Kwarcab) collaborated with academic partners to conduct an entrepreneurship education program in the form of a workshop on the Business Model Canvas (BMC). The activity was conducted as part of a community service program, but designed with a research-oriented approach to explore its impact on the entrepreneurial understanding of Scout members. The program is designed to introduce the concept of entrepreneurship early on, in order to equip Scouts with skills that can be used in everyday life as well as in the future. The training activities include two main approaches. First, Scouts are invited to make direct visits to businesses around Bogor City, so that they can understand the reality of the business world firsthand. Secondly, the Kwarcab also invites academics and practitioners in the field of entrepreneurship to provide theoretical and practical training, so that Scouts not only gain insight but also practical skills in starting and managing a business.

To improve the entrepreneurial skills of Scout members, on August 29, 2024, the Bogor City Kwartir Cabang (Kwarcab) held a workshop on introducing basic entrepreneurship for Scout members by inviting academics. The workshop focused on designing Business Model Canvas (BMC), which is one of the important tools in business planning and development. (19,20). Through the guidance of academics, Scouts are given basic training and understanding of the use of BMC, which includes key elements such as customer segments, value proposition, distribution channels, and cost structure. This training was designed specifically for Scout members aged around 17, a formative age where character building and career orientation begin to take shape, making it a strategic moment to introduce entrepreneurial thinking (21). Using this approach, the Scouts will be able to develop a simple yet effective business model, thus being able to apply entrepreneurial skills in a real way in various economic activities in the future.

This study is situated within the broader framework of entrepreneurship education, which integrates three core components: knowledge, skills, and attitudes (22). By designing, discussing, and evaluating BMC in groups, participants were expected to gain foundational knowledge (what entrepreneurship is), practical skills (how to create a business model), and reflective attitudes (why entrepreneurial thinking matters). This aligns well with educational goals for youth development, especially within non-formal institutions like the Scout Movement. By applying the principles of experiential learning and peer-based collaboration, the workshop ensured that entrepreneurship was not only taught conceptually but also practiced in a context that supports personal growth and social responsibility.

BMC is a framework used to design, visualize, and develop business models in a simple yet comprehensive manner (23). BMC consists of nine core elements, namely customer segments, value propositions, distribution channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structures (24). With an easy-to-understand visual format, BMC allows users to illustrate how a business creates, delivers, and captures value from the products or services offered. This underlying theory provides a systematic approach to quickly design business models, making it suitable for use by entrepreneurial novices (25,26).

The BMC model was chosen as a training for Scouts because of its simplicity and flexibility, which perfectly suits the characteristics of members who are mostly teenagers and in the learning stage about entrepreneurial concepts. At this developmental stage, these adolescents are not only building their academic and social identities but are also beginning to explore their future career paths (27). BMC not only provides an understanding of key aspects of business, but also encourages a creative and independent mindset, two traits that are aligned with Scout values. Through this training, Scouts can easily understand business concepts and see the whole picture of how a business runs without having to get too caught up in the complexities of administration or financial management. Thus, the BMC training helps Scouts prepare themselves to become entrepreneurs who think strategically and are able to manage their businesses independently.

The effectiveness of BMC training in enhancing entrepreneurial understanding among adolescents has been demonstrated by various studies. Research by Winarko et al. (2024) revealed that students who participated in BMC training were able to overcome challenges in designing business ideas and experienced increased confidence in starting their own ventures (28). This suggests that the practical approach offered by BMC not only strengthens conceptual understanding but also fosters the courage to take real entrepreneurial action. Similar findings were reported by Kamilah et al. (2023), who noted a significant 93% improvement in participants’ ability to formulate structured business strategies based on pre-test and post-test results (29). Furthermore, Budidharmanto et al. (2023) found that BMC training also contributed to a 33% increase in financial literacy skills among junior high school students, highlighting that this training benefits not only business planning but also basic financial understanding (30). Another study also supports these results, showing that BMC training effectively equips young people with practical entrepreneurial skills and leads to meaningful improvements in both business planning abilities and financial literacy (31–33).

Prior to the delivery of the material, participants were given a questionnaire that aims to provide an overview of the profile of workshop participants. One of the questions was the participants' knowledge about BMC.

This research was conducted in conjunction with a community service activity in the form of a workshop, and was designed using a participatory action research (PAR) approach. This approach was selected to ensure that Scout members were not only participants but also active contributors in the learning process. Data were collected through peer assessments and individual questionnaires administered at the end of the workshop. These instruments were developed to capture participants’ understanding, level of engagement, and reflections on their learning experiences throughout the training sessions. Data analysis was conducted using descriptive statistics to summarize the trends in peer assessment results and self-reported understanding scores.

The research was conducted during The Workshop on Introduction to Basic Entrepreneurship for Scout Members was held on August 29, 2024, at Agroeduwisata Taman Tanah Sareal, Bogor City. The event was attended by 52 participants who were members of the Scout Movement under the guidance of the Bogor City Kwartir Cabang (Kwarcab). The majority of participants (90.9%) were 17 years old, reflecting the dominant age group targeted in this activity. In addition, 3% of participants were between 18–20 years old, while 6.1% were under the age of 15. In terms of gender distribution, the participants consisted of 51.5% female and 48.5% male members. All participants were active scouts representing six sub-districts (kecamatan) within Bogor City, contributing to a diverse representation of local youth. Most of them were still enrolled in High School or Vocational High School, which aligns with the developmental stage targeted by the workshop's entrepreneurial learning objectives.

In order to achieve the objectives of this activity, training and mentoring were applied during the presentation of workshop materials. Effective training integrates hands-on experience into the learning process. Experiential learning emphasizes that learning is an active process, where participants must interact directly with real situations to understand concepts better (34,35). With this method, the BMC design training allows participants to have a more effective and meaningful learning process. Training activities will run effectively if there is also a mentoring process. Based on Social Learning Theory, with mentoring participants can receive feedback, guidance, and support from experienced individuals or mentors to be able to improve understanding and solve problems faced in real implementation (36,37).

The results of the implementation of community service activities through the Workshop on Introduction to Basic Entrepreneurship for Scout Members can be explained based on 3 (three) parts of the topic presentation that has been explained in the implementation methods.

The objective of the Workshop on Introduction to Basic Entrepreneurship for Scout Members to build entrepreneurial interest among scout members can be achieved through designing business ideas using the Business Model Canvas. The improvement in participants' understanding was driven by several key factors. The application of peer assessment in evaluating BMC design shows that participants not only learn from the process of designing BMC, but also from evaluating the work of other participants, making it an effective method for enhancing their understanding and skills in using BMC as a foundation for entrepreneurship. Integrating entrepreneurship training into the regular scouting curriculum, such as developing partnerships with local businesses to provide practical experience and internship opportunities for participants who are interested in continuing their business ideas, can be considered as a continuation of various forms of entrepreneurship workshops.

One of the key challenges in evaluating the impact of this workshop lies in the limited time available for implementation. Due to these constraints, the workshop was conducted in group settings, making it difficult to assess the individual understanding of each participant regarding the Business Model Canvas (BMC). Group presentations and peer assessments focused primarily on collective outputs rather than personal comprehension. As a result, direct measurement of individual learning outcomes could not be conducted through observation or performance-based tasks during the sessions.

Participant reflections indicated a high level of enthusiasm, especially during hands-on activities and group presentations. Although engagement was relatively low during the lecture sessions, participants became more actively involved when given the opportunity to practice directly and assess their peers' work. This suggests that entrepreneurship training for adolescents is more effective when delivered through experiential and participatory methods. As a lesson learned, future workshops should continue to emphasize practical learning. However, a follow-up workshop remains necessary to allow for more objective measurement of each individual’s understanding, moving beyond group output to assess personal learning outcomes more accurately.

Appreciation to the Directorate of Research and Community Service of STIAMI Institute and the Cooperation, Entrepreneurship, Business Development and Cooperative Committee of the Bogor City Kwarcab Scout Movement for providing the opportunity for us to be facilitators at the Workshop on Introduction to Basic Entrepreneurship for Scout Members.