The ability to develop learning media is an important competency for prospective elementary school teachers. This community service activity aimed to provide practical experience in developing science learning media based on Project-Based Learning (PjBL) through an online workshop. The activity was conducted via Zoom Meeting through preparation, material delivery, media-development practice, mentoring, product presentation, and evaluation. PjBL was used as a framework for media development, while the workshop itself employed a participatory approach. Evaluation was conducted through observation, descriptive review of the products, and a participant response questionnaire. Products were reviewed in terms of alignment with learning objectives, creativity, innovation, ease of use, and potential application in elementary science learning. Participant responses to the workshop averaged 94.4%, categorized as very good. These findings indicate positive participant perceptions and practical experience in developing PjBL-based media. Because no pre-test-post-test data or comparable product scores were available, the findings should not be interpreted as causal evidence of improved skills.

Village conflicts are often embedded in long-term social relationships and require an accessible, voluntary, and relationship-restoring mechanism. This community engagement program aimed to strengthen community leaders’ capacity to facilitate impartial, safe, and legally informed mediation. The training was conducted in Tanjung Mudo Village, East Jangkat District, Merangin Regency, on 21–22 March 2026. Participatory adult learning combined presentations, case discussions, demonstrations, role-plays, feedback, and reflection. Evaluation was designed through pre- and post-tests, an observation rubric, and a satisfaction questionnaire. The program produced a seven-stage protocol, a case-suitability and referral checklist, an issue map, ground rules, and a settlement template. The simulations supported practice in neutral opening statements, active listening, reframing, interest identification, option generation, and settlement drafting. Community-mediator capacity building should integrate communication skills, ethics, risk screening, and a functional referral network, followed by mentoring and periodic evaluation.

Entrepreneurship is an important competency for university students in facing the challenges and opportunities of the digital economy. However, many students still lack sufficient understanding in identifying business opportunities, developing business innovation, and building sustainable ventures. This community service program aimed to strengthen students’ entrepreneurial mindset through an online interactive seminar conducted via Zoom Meeting. The activity involved 180 participants from the Digital Business, Entrepreneurship, Economic Education, and Elementary School Teacher Education (PGSD) study programs at Universitas Merangin. The program used an educational and participatory approach, with lecturers from economics education, entrepreneurship, and science and technology serving as speakers, followed by interactive discussions and Q&A sessions. The activity was evaluated using a Google Form. The results showed that 92.8% of participants gained new insights into entrepreneurship, 90.6% reported increased motivation to engage in entrepreneurial activities, and 87.2% considered the online seminar to be effective and interactive. In addition, participants found the material relevant to their needs and appreciated the speakers for being communicative and inspiring. These findings indicate that an interactive seminar based on practical experience is effective in strengthening students’ entrepreneurial spirit and enhancing their ability to create sustainable business opportunities.