education, This study investigates the effectiveness of a video-based learning approach in improving vocational high school students' conceptual understanding of heat exchanger systems. The research addresses persistent challenges in teaching abstract thermodynamic concepts, particularly students' misconceptions and difficulties in higher-order thinking. A quasi-experimental design was employed involving experimental and control groups. Data were collected through pretest and posttest assessments and analyzed using normalized gain (N-gain), statistical tests, item-level analysis based on Bloom's taxonomy, and misconception analysis using the Certainty of Response Index (CRI), along with effect size analysis (Cohen's d) to determine the magnitude of the intervention effect. The experimental group achieved significantly higher learning gains compared to the control group, with statistically significant improvement and a large practical effect, indicating a substantial impact on students' conceptual understanding. Item-level analysis revealed that learning improvement in the experimental group extended across both lower-order (C2) and higher-order (C3-C4) cognitive levels. Furthermore, CRI analysis indicated a substantial increase in sound understanding and a significant reduction in misconceptions. However, some non-intuitive concepts, particularly those involving system analysis and flow rate, remained challenging. Overall, the findings demonstrate that video-based learning is effective not only in improving learning outcomes but also in facilitating conceptual change and reducing misconceptions. This study highlights the potential of multimedia-based instruction in enhancing higher-order thinking and supporting more meaningful learning in vocational engineering education, while also contributing to Sustainable Development Goals (SDGs).
The growing recognition of the potential of electronic resources to support pedagogy in teacher education highlights the importance of empirical research, particularly within developing educational systems such as Kazakhstan. This study examines the association between the use of electronic resources and teaching skills, reflective practices, and classroom management competencies among prospective primary school teachers. A quasi-experimental pre-post-test design was employed with a sample of 154 pre-service teachers from two Kazakhstani universities. The findings indicate that participants who used electronic resources demonstrated higher post-test scores in instructional planning and used more adaptive classroom management strategies than those receiving traditional instruction. These results suggest that digital tools may support the development of core competencies in teacher preparation, particularly in under-researched educational contexts. However, the use of non-equivalent groups drawn from different institutions represents a key limitation and warrants cautious interpretation of the findings. The study offers practical recommendations for curriculum developers aiming to integrate traditional and digital pedagogical approaches.
Although art-based Technical and Vocational Education and Training (TVET) possess substantial potential to drive economic transformation, its specific role in enhancing career readiness and stimulating economic growth in Ghana remains underexplored in empirical literature. Grounded in Human Capital Theory (HCT), this study examines the structural relationships between art-based TVET, career readiness, and economic growth. Using a purposive sampling technique, data were collected from 251 respondents through an online survey questionnaire. The study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the proposed model and assess the predictive relationships among the constructs. The findings reveal that career readiness significantly enhances employability and contributes to economic growth through real-world training, entrepreneurial education, and practical skills development. Although TVET specialization demonstrates a positive relationship with employability and economic outcomes, its effect is comparatively weaker than that of career readiness, indicating that not all specializations are equally aligned with labour market demands. The study's primary contribution lies in extending Human Capital Theory to the context of art-based TVET in Ghana by empirically demonstrating that career readiness serves as a critical mediating mechanism linking creative vocational education to economic growth. By shifting the discourse from general TVET outcomes to the strategic role of career readiness within art-based programmes, the study provides novel evidence that informs curriculum reform, industry-education collaboration, and policy direction in Ghana and similar developing economies.
Vocational education plays a strategic role in supporting sustainable development, particularly through the establishment of environmentally conscious campuses. Although various sustainability initiatives have been implemented in higher education institutions, structured measurement of student behavior remains limited. This study evaluates the application of the Green Behavior Index (GBI) as a behavioral measurement tool while assessing environmental behavior in a vocational education context. The instrument covers six key dimensions: energy use, waste management, water conservation, carbon emissions, healthy lifestyles, and fuel consumption. A quantitative survey method was employed, involving 1,018 respondents consisting of students, lecturers, and educational staff. The minimum sample size was determined using the Slovin formula, and data were collected through a voluntary response sampling method using an online questionnaire distributed via Google Forms. Data were analyzed using descriptive statistics and inferential tests, including analysis of variance and advanced comparisons. The results indicate that respondents, particularly students, exhibit strong environmentally friendly behaviors in routine aspects, such as energy conservation and sanitation, but remain weak in behaviors that require systemic efforts, including emission control and participation in environmental programs. No significant influence of demographic factors was found, indicating that internal and contextual factors have a greater impact on differences in behavior. These findings provide an empirical basis for developing more effective and personalized sustainability policies in vocational education. Improvements to the behavioral measurement tool are also recommended to capture the complexity of sustainable practices across different groups within the academic community.
This study also examines how state policy creates linkages between industry and universities, education in technology, and workforce development in South Korea. It is now a calculated priority for knowledge-based economies to match the higher education system with industrial transformation Applying a qualitative case study approach, we analyse how policy tools, funding mechanisms, rules, and performance-driven evaluations contributed to institutionalizing collaboration, and conclude that state coordination improved internship systems, access to applied research, and technical skills development The article shows how state policy acts as a catalytic element in aligning the interests of institutional actors in achieving a balance between strategy and organizational autonomy. The case of South Korea illustrates how such a policy regime shapes enduring collaboration and eventually influences worker-level outcomes The paper makes a theoretical contribution through reconceptualizing the Triple Helix for a state-led context and a practical contribution in terms of implications for emerging economies seeking to modernize technical education systems.
This study examinescreativity teaching practices in Fashion and Apparel programmes at Malaysian Community Colleges, focuses on instructional approaches to enhance students’ creativity. This study highlights the role of lecturers’ teaching practices and professional experiences in shaping creative learning environments. A qualitative case study was designed, involved 15 informants, comprises of three subject-matter experts in Fashion Design and 12 lecturers from Community Colleges and Polytechnics under the Ministry of Higher Education. Data were collected through in-depth interviews, classroom observations, and document analysis, and analysed through thematic analysis guided by Sternberg’sTheory of Creativity. The findings suggestsix key dimensions of creativity: intellectual, knowledge, thinking style, personality, motivational, and environmental creativity.These practices contribute to the development of students’ creative skills, particularly in idea generation, problem-solving, and design innovation, through structured guidance, experiential learning, and collaborative engagement.However, several challenges were identified, including limited instructional time, resource constraints, and varying levels of student readiness, which affect the implementation of creativity-based teaching approaches. These findings suggest the need of institutional support to sustain creativity-focused pedagogy. The study provides practical implications for TVET education, particularly in enhancing curriculum design, strengthening lecturer professional development, and informing policy initiatives aimedat integrating creativity-based teaching practices into institutional standards.
This study aimed to develop a visualization ability test for technical drawing students and to provide preliminary evidence of its validity and reliability using the Rasch model. The main problem is the lack of a specific measuring tool to assess students' visualization abilities in the context of technical drawing in Malaysia. The study employed a development approach, involving four experts in technical drawing, engineering, and architecture, as well as 34 Form 4 Grafik Komunikasi Teknikal students from two secondary schools in Johor as the sample. Expert validation showed content validity, with an overall Fleiss' Kappa of 0.85, while Rasch analysis indicated good item reliability (0.84) and a Cronbach's Alpha of 0.77. The analysis showed that the instrument consistently and significantly distinguished different levels of students' visualization ability. This study provides preliminary evidence that the developed test has acceptable validity and reliability for assessing are offered for further research with larger samples and for integrating technology to improve the application and generalizability of results.
Emotional engagement plays a crucial role in shaping learning experiences, particularly in Technical and Vocational Education and Training (TVET), where practical and applied skills require high levels of user interaction. Integrating emotional responses into user experience (UX) evaluation in the digital era is essential for improving web-based learning environments. This research introduces a computer-aided assistive tool to enhance emotional UX assessment using Lokman's Emotions and Importance Quadrant (LEIQTM) model. By automating data collection and processing, the tool provides a systematic and scalable approach to understanding learners' emotional responses. Existing emotion measurement tools struggle to handle large datasets, often relying on manual processes that limit efficiency and accuracy. To address these limitations, this paper presents the design, development, and evaluation of an automated LEIQTM-based assistive tool, comparing its effectiveness with traditional manual methods through qualitative analysis and user testing. Findings indicate that the tool significantly enhances the accuracy and efficiency of emotion assessment, providing valuable insights for educators, instructional designers, and researchers in the education sector. This advancement has broader implications for UX practitioners, technology developers, and researchers, offering a scalable solution for integrating emotional intelligence into digital learning environments. By refining the LEIQTM assessment process, this research contributes to the development of more engaging, responsive, and effective educational tools, ultimately enhancing learning outcomes in vocational and technical education.
With the growing emphasis on vocational education in Chinaand the advent of the Internet of Things (IoT) and Connected and Autonomous Vehicles (CAVs), high school students, as future leaders of society, are poised to play an active role in advancing autonomous vehicle (AV) technology. To investigate the fundamental knowledge, intentions, and educational requirements of vocational high school students regarding AVs, we conducted a nationwide online questionnaire. Additionally, a Bayesian probit model was proposed to assess the final decisions of vocational high school students when deciding to participate in national college/university entrance exams and to determine whether education in AVs benefits them. The results indicate that background information, including gender, grade, speciality, and school location, issignificantly correlated with participants' final choices. As for basic cognition, application areas, and cognitive sources of AVs are significant factors for vocational high school students. In terms of intention, students’ attitudes towards AVs are closely tied to their final choice. Regarding educational needs, the content, value, methodology, and impact of AV education are crucial factors influencing vocational high school students' final choices and should be considered key areas of focus in education. Based on the analysis results, corresponding educational strategies are proposed to improve high school students' knowledge of AVs from the perspectives of educators, students and policymakers.
This study investigates Indonesian Micro, Small, and Medium Enterprise (MSME) entrepreneurs' perceptions of gastrodiplomacy as a cultural soft power strategy and identifies vocational skill development needs to enhance their participation in culinary cultural diplomacy. Despite Indonesia's rich culinary heritage, limited awareness and capacity constraints hinder MSMEs from leveraging gastrodiplomacy to penetrate international markets. Employing a mixed-methods approach with 22 culinary MSME entrepreneurs in Garut Regency, West Java, this preliminary study utilized structured questionnaires and semi-structured interviews analyzed through descriptive statistics and thematic analysis. Findings reveal a paradox: while only 31.8% of respondents were familiar with gastrodiplomacy concepts, 77.3% expressed strong interest in learning, and 100% recognized the need for specialized vocational training. Despite low conceptual awareness, 54.5% already engaged in intuitive cultural promotion activities through social media and local collaborations. Key barriers include complex export regulations (68.2%), limited market information (63.6%), and high costs (59.1%). Comparative analysis with successful gastrodiplomacy programs in Thailand ("Kitchen of the World") and South Korea ("Hansik Globalization") highlights the potential for Indonesia to systematically leverage its culinary diversity. The study proposes a comprehensive vocational skill model integrating gastrodiplomacy theory, digital marketing competencies, export navigation, and cultural branding strategies. These findings provide empirical foundation for policy interventions supporting MSME capacity building in gastrodiplomacy, contributing to national soft power enhancement and sustainable economic development through cultural diplomacy.
This study aims to develop and validate a competency-based training model integrated with the triple-helix principle, which emphasizes collaboration among academia, industry, and government. The research employed a development design based on the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. The training model was structured into seven systematic phases: needs analysis, curriculum design, training, mentoring, collaboration and networking, certification and evaluation, and a continuous cycle if required. Validation was conducted by two academic experts and two field practitioners, with the results analyzed using Aiken’s V formula. The findings indicate that the model achieved a high validity index. Morespecifically, academic experts rated the model at 0.97, categorized as very high, while practitioners rated it at 0.93, which is also considered high. These results demonstrate that the developed training model is not only conceptually sound but also feasible for practical implementation in vocational education. The CBT-Triple Helix Hybrid Model offers a strategic framework to enhance the relevance, quality, and sustainability of vocational training and holds significant potential as a reference for both practical implementation and future policy development.
Leadership is a pivotal element in advancing the objectives of Technical and Vocational Education and Training (TVET), especially in the context of higher education institutions tasked with driving workforce readiness and institutional transformation. Although leadership development is widely implemented, evaluation practices remain superficial: globally, over 70% of organisations assess training only at Level 1 (reaction), fewer than 20% measure learning at Level 2, and fewer than 10-15% conduct any form of Level 3 behavioural evaluation. Similarly, in the TVET higher education context, most programmes rely solely on post-training satisfaction surveys with minimal follow-up beyond immediate reactions. This study assesses the effectiveness of leadership development programmes at Universiti Tun Hussein Onn Malaysia (UTHM), guided by the Kirkpatrick Training Evaluation Model. The evaluation focused on Levels 1 (Reaction), 2 (Learning), and 3 (Behavior), encompassing 12 leadership programmes under three clusters: ULead, Hi-Lead, and Hi-Per. A descriptive quantitative approach was used, involving post-training surveys, pre-and post-tests, and supervisor feedback three months post-programme. Findings reveal high participant satisfaction (mean scores between 4.30-4.90), statistically significant learning gains across all tested modules (p < 0.05), and varying degrees of behavioral changes (7.14% to 53.33%). This study is the first to provide a systematic, multi-level (Levels 1-3) empirical evaluation of leadership development programmes within a Malaysian TVET university, combining post-training satisfaction data, pre-and post-learning assessments, and supervisor-rated behavioural transfer and serve as a basis for leadership program improvement and sustainability.
It is well recognized through numerous development cases that fostering high-quality technical human resources through excellent TVET (Technical and Vocational Education and Training) is crucial for the sustainable economic development of developing countries. The key to the advancement of TVET lies in effectively training high-quality trainers who possess both theoretical and practical educational capabilities to deliver training that aligns with industry demands. However, due to limited national support and lack of capacity building opportunities, the quality of TVET trainers in most developing countries remains inadequate. As a result, this leads to a shortage of high-quality technical human resources, which becomes a significant obstacle to sustainable economic development of corresponding country. Therefore, official development assistance aimed at promoting sustainable economic growth in these countries needs to prioritize the TVET sector, with particular emphasis on strengthening the competencies of TVET trainers. This study presents a case in which the capacity building of trainers at the FTVTI (Federal TVET Institute) in Ethiopia, a national university that trains TVET trainers, was effectively supported through a curriculum revision and related activities focused on practice-oriented education, as part of a project implemented by KOICA (Korea International Cooperation Agency). This case is expected to serve as a valuable reference for the sustainable capacity building of TVET trainers in developing countries through official development assistance in the future.
This study examines the development of the entrepreneurship ecosystem and the integration of digital technology in vocational education, with a specific focus on public vocational schools in West Java Province, Indonesia. The analysis is based on two main frameworks: the entrepreneurship ecosystem, comprising actor-related and factor-related elements, and the digital technology ecosystem, which encompasses aspects of hardware, software, and brainwaves. The research employs a cross-sectional survey method within a quantitative descriptive evaluation design. The sample comprises vocational school teachers and students selected using Slovin's formula to ensure proportional representation. Data were collected using a validated and reliable structured questionnaire. The results were analyzed using frequency distribution and the Respondent Achievement Level (RAL) approach. The findings reveal significant variability across schools and indicators. Several digital technology indicators, such as the availability of free internet and the completeness of extracurricular entrepreneurship facilities, scored below 50%, indicating major areas for improvement. In contrast, indicators reflecting an entrepreneurial mindset and behavior, such as resilience, talent, and leadership, scored above 80%, demonstrating strong internal readiness for entrepreneurship development. The study highlights the need for targeted interventions in underperforming schools and continuous enhancement in schools already excelling. Inter-school collaboration is recommended, where high-performing schools can serve as best practice models to uplift others. These findings contribute valuable insights for vocational education stakeholders and policymakers, particularly in formulating strategies to enhance entrepreneurship education and foster digital-technology-based entrepreneurial competencies among students. Ultimately, the research supports the development of more adaptive and innovative vocational education ecosystems.
The development of 21st-century skills is crucial for Vocational Education to meet the demands of Industrial Revolution 4.0. This study addresses the gap arising from underperformance in creative thinking and declining achievement in Upper Secondary Vocational Programme (PVMA) STEM elective subjects. Rooted in Sternberg's Triarchic Theory, this research aims to identify the level of analytical, creative, and practical thinking skills among PVMA STEM students and analyse differences based on gender, STEM subjects, and socioeconomic status (SES). A quantitative research design was employed, utilising a survey instrument adapted from Yee et al. (2022). The sample consisted of 158 PVMA students randomly selected from secondary schools in Batu Pahat, Johor. This study employed descriptive and inferential analyses to examine the research data. A significant difference was found in practical thinking skills based on gender (p = 0.01). No significant differences were observed between genders in analytical or creative thinking. Furthermore, there was a significant difference in thinking skills based on STEM subjects (Analytical, p = 0.01; Creative, p = 0.02; Practical, p = 0.001). Conversely, no significant differences were found in analytical, creative, or practical thinking skills based on students' socioeconomic status (p>0.05). In conclusion, the findings underscore the impact of gender and specific STEM subjects on cognitive skills. Although socioeconomic status did not yield significant differences, the study supports that experiential and contextual learning approaches can help bridge socioeconomic gaps. These results provide valuable insights for educators and policymakers, underscoring the importance of differentiated teaching strategies and fostering the development of equitable thinking skills among TVET students.
Electricity plays a vital role in supporting household responsibilities, particularly among women. This study examined the electrical problems encountered by women in Iligan City, Philippines, and assessed their self-perceived skill levels using the Skill Assessment Learning Model (SALM). A descriptive survey design was employed involving 230 women across ten barangays. Most respondents were aged 29 years and above (78.3%), married (77.0%), and belonged to low-income households (70.0% earning (sic)5,000 or less monthly), with educational attainment concentrated at the high school (27.0%) and elementary (19.6%) levels. The most frequently reported electrical problems included electric shocks (58.7%), power surges (53.5%), and unlicensed electrical installations (46.1%), all of which pose significant household safety risks. Respondents generally assessed themselves as consciously unskilled in handling electrical problems, indicating awareness of their limitations and openness to learning. The findings highlight the urgent need for TVET-aligned, gender-responsive community-based training programs to improve women's electrical safety skills, enhance household resilience, and promote inclusive participation in technical trades.
This research aims to identify and establish the fundamental competency components necessary for trainers in workplace settings that collaborate with higher education institutions in Thailand. These trainers play the key role in connecting academic knowledge with practical application, significantly improving the effectiveness of Work-Integrated Learning (WIL) programs. A quantitative research design was utilized, involving 800 participants from five stakeholder groups: university administrators, curriculum instructors, career support staff, enterprise managers, and in-company trainers. Stratified random sampling guaranteed representation among numerous institutional varieties. Strong content validity and high reliability were obtained by the research instrument, which was developed through an extensive literature review and expert consultation. Confirmatory Factor Analysis (CFA) was utilized to determine the construct validity of the suggested competency model. As a result, the model indices showed exceptional outcomes. The findings confirmed three key competency domains: (1) knowledge competencies, such as curriculum quality development, training material design, and understanding of industrial laws; (2) skill competencies, such as digital media use, problem-solving, and communication skills; and (3) attitude competencies, such as work ethics, responsibility, and social interaction. These findings emphasize the necessity of building trainer competencies that are aligned with the changing needs of the industry, as well as the usefulness of educational-industry partnerships in preparing learners for the real world.
This study aims to formulate digital education competency standards for technical and vocational education and training (TVET) teachers in Indonesia by adapting frameworks from the Australian Qualifications Framework (AQF). As digital transformation accelerates across education sectors, Indonesian TVET teachers must enhance their capabilities to meet the demands of Industry 4.0. A mixed-method approach was employed, involving a quantitative survey of 209 vocational high school teachers across West Java and qualitative focus group discussions (FGDs) with policymakers, practitioners, and digital education experts. The findings indicate that more than 70% of productive subject teachers lack sufficient digital competencies, particularly in integrating information and communication technology (ICT) into classroom practices. Teachers reported low familiarity with digital platforms, e-learning pedagogy, and assessment systems aligned with digital teaching standards. Based on these findings, the study recommends the adoption of AQF-based competency units such as TAEDEL801, TAEDEL802, and TAELED801 within Indonesia's National Work Competency Standards (SKKNI). Additionally, a flexible certification pathway is proposed through Recognition of Prior Learning (RPL), allowing teachers to gain certification based on existing experience and skillsets. These recommendations support the development of a nationally recognized and internationally aligned digital competency model. Strengthening teacher digital literacy is essential for preparing students for the digital economy and promoting cross-border professional collaboration within global TVET systems.
This study examines the role of integrating Project-Based Learning (This study examines the role of integrating Project-Based Learning (PjBL) and Mobile Learning (ML) in enhancing Student Engagement (SE) in TVET. Using a quantitative method with an explanatory causal design, this research explores direct and indirect relationships among PjBL, ML, and SE using Structural Equation Modelling (SEM). Data were collected from 40 TVET students enrolled in the Electrical Motor Installation course at Universitas Negeri Padang. The findings reveal that PjBL significantly enhances SE through constructive, independent, collaborative, and contextual learning. Meanwhile, ML amplifies these benefits by providing flexibility, accessibility, and interactive platforms, effectively mediating the impact of PjBL on SE. Together, these approaches address the cognitive, behavioural, and emotional dimensions of engagement, creating a synergistic framework that aligns educational practices with the demands of a technology-driven workforce. The study underscores the importance of integrating PjBL and ML to foster autonomy, real-world relevance, and adaptability in TVET students. The practical implications of this study require educators to utilise these approaches to design dynamic learning experiences, institutions to invest in the necessary technological infrastructure and educator training, and policymakers to support such innovations through targeted policies and resources.
The underrepresentation of women in engineering impedes the achievement of gender equity within the South African technical workforce. The engineering profession is integral to national economic and industrial development; however, structural and socio-cultural inequities are exacerbated due to gender imbalances. This study employs Schlossberg's Transition Theory as an analytical framework to examine how female students navigate their educational journeys within traditionally male-dominated engineering programmes. The research question that guided this qualitative study was: What are the lived experiences of female students enrolled in engineering programmes at the Technical and Vocational Education and Training (TVET) college in South Africa? Open-ended questionnaires, focus group interviews, individual interviews, and collages were used to collect data from twenty-one purposively selected female engineering students. On the one hand, the findings highlight the influence of entrenched cultural norms, scarcity of female role models, institutional biases, and limited gender-responsive pedagogies. On the other hand, it documents the resilience strategies female students employ to navigate and persist within male-dominated learning spaces. The findings signal contextually relevant information for reforming engineering education at the TVET level, such as embracing inclusive teaching methods, establishing focused support systems, and cultivating supportive environments that promote belonging and achievement These findings undergird future conversations on gender equality in science, technology, engineering, and mathematics (STEM) and support national goals like the National Development Plan, aimed at increasing and diversifying South Africa's engineering capabilities.
