Objective: The aim of the present study is to design a model for integrating technical and vocational education with teaching entrepreneurship skills with blended technology.

Method: This research is applied and exploratory in terms of purpose and is a mixed sequential exploratory type in terms of method, which was conducted in two qualitative and quantitative stages.

Results: In the qualitative stage, the research was conducted using phenomenological technology and was conducted through semi-structured interviews with 18 experts in the field of technical and vocational education and entrepreneurship education who were selected through purposive sampling. Sampling continued until the classification was determined according to theoretical interest. After implementation, the qualitative data were coded and analyzed using thematic analysis and MAXQDA software. In order to ensure valid qualitative studies, criteria such as theoretical saturation, code review, examination of the alignment of themes with the experiences of participants, and assessment of validities and constructs used were used. In the quantitative stage, the pattern extracted from the qualitative section was tested in the form of structural models. The statistical population of this section was defined at two individual and organizational levels, and multi-stage cluster sampling was carried out from 40 technical and vocational training centers. In this stage, data were collected through a researcher-made questionnaire extracted from the axial codes of the qualitative section and from among instructors, trainers, and trainees, and finally 563 questionnaires were analyzed for model testing. The reliability of the instrument was evaluated and examined through Cronbach's alpha and the construct validity was evaluated through the indicators of measurement and evaluation models.

Conclusions: Overall, the findings indicated that integrating technical and vocational education with entrepreneurial skills are multidimensional and systematic processes that are influenced by educational, individual, and ecosystem factors.