The increasing diversity of students' learning readiness, interests, and learning profiles requires mathematics instructional materials that support differentiated learning in vocational education. However, teaching modules specifically designed to facilitate content differentiation remain limited. Unlike conventional mathematics modules that primarily provide uniform instructional content, the module developed in this study explicitly incorporates content differentiation to accommodate variations in students' learning readiness, interests, and learning profiles within vocational education settings. This study aimed to develop and validate a content-differentiated mathematics teaching module that is valid, practical, and effective for vocational high school students. A Research and Development (R&D) approach employing the ADDIE instructional design model (analysis, design, development, implementation, and evaluation) was adopted. The module was evaluated through expert validation involving material, media, and language specialists, while its practicality was assessed using teacher and student response questionnaires. Effectiveness was examined through pretest–posttest achievement data. The findings indicated that the developed module achieved a very high level of validity, with material, media, and language validity scores of 87.47%, 90.00%, and 83.33%, respectively. The module was also perceived as highly practical by teachers (93.65%) and students (87.54%). Furthermore, the implementation of the module significantly improved students' mathematics achievement, as reflected by the increase in the mean score from 64.52 (pretest) to 87.65 (posttest) (p < .001). These findings demonstrate that the proposed module provides an effective instructional resource for implementing content differentiation in heterogeneous mathematics classrooms and offers practical support for promoting adaptive and inclusive learning in vocational high schools.
This study compares vocational education reform in Taiwan and Mainland China to explain why similar reform goals are translated into different institutional practices. Previous cross-strait studies have often examined the two systems separately or compared individual policy measures, while paying limited attention to the institutional logic linking governance scale, institutional ecology, and industrial transition pathways. Using qualitative empirical document analysis within a comparative case-study design, the study analysed 35 core policy, legal, statistical, institutional, and academic sources. Documentary evidence was coded using an integrated covering governance structure, system scale and institutional composition, curriculum and major adjustment, industry–education cooperation, teacher development, and digital transformation. The findings reveal convergence in the shared emphasis on applied talent cultivation, practical learning, and stronger industry linkages, but divergence in the institutional mechanisms through which these objectives are implemented. Taiwan’s relatively smaller and more diversified technical and vocational education system promotes flexible learning pathways, private institutional participation, and industry–academia collaboration, whereas Mainland China’s large-scale system emphasizes national coordination, strategic programme restructuring, school–enterprise cooperation, and workforce development aligned with industrial upgrading. The study contributes an integrated six-dimensional comparative framework for analysing vocational education reform in culturally connected yet institutionally distinct contexts and provides practical insights for context-sensitive policy learning and vocational education reform.
This study examined the relationships among teachers’ Technological Pedagogical Content Knowledge (TPACK), professional competence, students’ 21st-century skills, and career interests in automotive vocational education. Using an exploratory quantitative design, data were collected from 174 students enrolled in nine vocational schools in Indonesia. The proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate direct and indirect relationships among the variables. The findings revealed that both TPACK (β = 0.43, p < 0.001) and teachers’ professional competence (β = 0.35, p < 0.001) significantly enhanced students’ 21st-century skills. However, neither TPACK (β = 0.06, p = 0.47) nor professional competence (β = 0.08, p = 0.34) had a significant direct effect on students’ career interest. In contrast, 21st-century skills exerted a strong positive influence on career interest (β = 0.48, p < 0.001). Mediation analysis further demonstrated that 21st-century skills serve as a significant intermediary mechanism linking teacher competence to students’ career aspirations. The results suggest that teacher competence contributes to career development primarily through fostering transferable competencies such as critical thinking, communication, collaboration, creativity, and digital literacy. The study’s novelty lies in integrating TPACK, teachers’ professional competence, 21st-century skills, and Social Cognitive Career Theory (SCCT) into a unified explanatory model. Unlike previous studies that examined these variables separately, this research identifies 21st-century skills as the key pathway through which teacher competence influences career interest. The findings offer practical implications for vocational education by highlighting the importance of strengthening teacher competence, technology-integrated pedagogy, and the systematic integration of 21st-century skills into vocational curricula to better prepare students for future workforce demands.
Vocational electrical learning requires students to transform technical concepts into safe, ordered, and assessable workshop performance. This study developed and validated an ADDIE-based electrical lighting installation jobsheet as procedural scaffolding for grade XI students in an Indonesian vocational school. A research-and-development design was implemented through analysis, design, development, implementation, and evaluation, using a one-group development trial. Data were collected through classroom observation, teacher interview, expert validation, student-response questionnaires, and diagnostic, formative, and summative assessments. Three media experts, three material experts, and 23 students participated. The jobsheet was produced in printed and digital formats and covered five practice units: single-switch installation, series-switch installation, two-way switch installation, distribution-board lighting installation for a simple building, and light-sensor-based lighting installation. Expert validation indicated high feasibility for media quality (M = 3.83/4.00) and material quality (M = 3.84/4.00), while student response was positive (M = 3.49/4.00). Learning scores increased from diagnostic assessment (M = 47.61) to summative assessment (M = 85.65), with high normalised gain (g = 0.73), a very large paired effect size (Cohen’s dz = 3.02), and 82.61% summative mastery. The findings indicate that a systematically designed jobsheet can connect curriculum outcomes, occupational safety, practical procedures, and assessment evidence. Because the implementation employed a one-group development trial, the findings should be interpreted as evidence of instructional feasibility and associated learning improvement rather than causal effectiveness. The study contributes a low-cost, competency-aligned practical learning resource for vocational electrical education, while further controlled and multi-site studies are required to verify retention and practical-skill transfer.
Despite the critical role of polytechnic lecturers in vocational education, empirical evidence remains limited regarding how organizational support translates into improved lecturer performance through competence and motivation. This study addresses this gap by examining a moderated mediation model linking organizational support, lecturer competence, motivation, and performance. A quantitative correlational design was employed involving 185 lecturers from private polytechnics across various technical disciplines in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that organizational support significantly enhances lecturer competence (β = 0.45, p < 0.001), while competence strongly predicts lecturer performance (β = 0.50, p < 0.001). Competence fully mediates the relationship between organizational support and performance (β = 0.23, p < 0.01), whereas motivation significantly strengthens the competence–performance relationship (β = 0.22, p < 0.01), supporting the proposed moderated mediation model. These findings provide novel evidence that sustainable lecturer performance depends not only on organizational support but also on competence development and motivational conditions. The study contributes to organizational support theory within vocational higher education and offers practical guidance for designing competence-centered professional development and motivation-enhancing strategies to improve lecturer effectiveness.
