Abstract

This qualitative study examined how Generation Z Communication Arts graduates directed their learning while preparing for entrepreneurship and how they perceived their readiness. Twenty recent graduates from nine Thai universities were purposively selected. Data from semi-structured discussions were analyzed using Braun and Clarke’s six-phase thematic analysis. Five interconnected themes emerged: establishing learning purposes, recognizing competency gaps, seeking knowledge through digital resources, learning through practice and repetition, and reflecting on outcomes. Participants described initiative, creativity, and active resource seeking alongside perceived gaps in finance, accounting, taxation, management, and risk assessment. Digital resources offered accessible information, but verification practices varied. Peers, mentors, and specialists provided feedback and complementary expertise. The findings identified a readiness paradox: ownership of learning coexisted with uncertainty about meeting business demands. This distinction suggests that learning initiative should not be treated as evidence of business competence. Entrepreneurship education could address this gap by integrating disciplinary strengths with foundational business knowledge, critical information evaluation, practical experimentation, structured reflection, and accessible mentoring. These recommendations may support comparable graduate transitions when adapted to specific disciplinary contexts.

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