Journal of Technical Education and Training
The Journal of Technical Education and Training (JTET) is a peer reviewed journal that publishes twice a year (June and December) on articles concerning Technical & Vocational Education and Training (TVET) practices in both the formal and informal sectors. We welcome article submissions from the local and international TVET researchers and practitioners. We strongly welcome research articles and will also consider critical reviews as well as technical reports that can further our understanding of TVET issues and concerns. More details
Message from the Chief Editor: JTET June 2026
Copyright (c) 2026 Journal of Technical Education and Training https://creativecommons.org/licenses/by-nc-sa/4.0
Development and Evaluation of a Residential Plumbing Mock-Up
The insufficiency of physical learning materials in Technical and Vocational Education and Training (TVET) often results in a purely theoretical approach that fails to equip students with industry-essential functional skills. This research developed and validated a residential plumbing mock-up as an instructional tool for the Plumbing NC II program at Mountain Province State University. Employing a sequential exploratory mixed-methods approach based on the ADDIE framework, the study first identified pedagogical gaps through thematic analysis of teacher and student perspectives, highlighting resource insufficiency and declining student interest. In response, a multi-functional residential plumbing setup was developed, incorporating water supply and Drain Waste and Vent (DWV) lines in strict accordance with the Revised Plumbing Code of the Philippines. The validation test produced a very high level of content validity (S-CVI/Ave = 0.94). The level of design quality was rated moderately to highly effective (6.19/7.0). The inter-rater reliability showed a fair level of consistency (ICC = 0.67). The level of acceptability tests among the students produced a Very Good level, specifically with regard to design (4.83/5.0). Additionally, a consideration of the STEEP (Social, Technological, Economic, Environmental, and Political) factors further established the importance of the usage of the proposed product for water conservation and the compliance with water policies. The conclusion of the validation test thus supports the proposed product as a very appropriate tool to strategically address the theoretical deficits present in the curriculum. The proposed product should thus be fully integrated into the curriculum and the replication of this developmental methodology to other technical disciplines to address the scarcity of resources.
Technical vocational education and training
Evaluating Green Behavior Index in Vocational Education for Sustainable Campus Development
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.
Perceived Value in Vocational Education: The Roles of Institutional Reputation, Curriculum Relevance, and Employability Outcomes
The study examined the outcomes of vocational institution reputation, education quality, and employability on the perceived value of vocational education and the mediating effect of an industry-relevant curriculum through the Resource-Based View (RBV), Brand Equity Theory, Theory of Planned Behavior (TPB), and the Stakeholder Theory. The explanatory sequential mixed-method design was adopted. The quantitative analysis of survey data was based on 300 respondents: 150 employers and 150 learners in the vocational institution in Thailand. The in-depth interview included 10 employers and 10 learners using a qualitative thematic analysis. The statistical data through the Partial Least Squares Structural Equation Modeling (PLS-SEM) showed that internal quality and external market strengths are strong predictors of the perceived value, with the strength of the correlation on the relevance of the curriculum mediating. Turning to an industrial-focused curriculum was a better utilization of institutional strength, as suggested by the substantial mediation results. The multi-group analysis result showed no significant difference between employers and learners; hence, it suggests a high conversion rate in the perceptions of the stakeholders. The qualitative data analysis supported these findings and indicated that three key value drivers contributed to the perception: alignment of curriculum with industry needs, presence of evidence of employability outcomes, and consistent performance of the institution.
Technical and Vocational Education and Training; Vocational Education; Employability Studies
Designing Integrated Inventory Learning in Logistics Vocational High School
The logistics industry is rapidly developing, providing opportunities for vocational high school/Sekolah Menengah Kejuruan (SMK) students majoring in Logistics Engineering to fill various occupational roles. Inventory is one of the logistics activities studied by SMK Logistics Engineering students. Learning that does not align with real industry conditions becomes an obstacle for students in understanding what needs to be done. This research aims to design interactive and integrated inventory learning for logistics. The research method used is a qualitative approach with Focus Group Discussions (FGD) as the primary data source, conducted with stakeholders including logistics vocational teachers, logistics experts, practitioners, students and lectures, along with secondary data from the logistics curriculum for SMK. The results indicate that there are six main cores that need to be incorporated into inventory learning, which include Concept and Flow, Inventory Control Methods, Cost Structure, Actual Case Studies, Related Documents, and Reporting Mechanism. Inventory learning will be more integrated if technology is used as an interactive and engaging learning aid, helping students fully and accurately understand inventory activities.
The Role of State Policy in Industry-University Collaboration: Evidence from South Korea
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?
Optimising TVET Students’ Practical Skills Outcome and Career Interest Via Personalised Workstations
This study explored the influence of personalised workstations on practical skill acquisition and career interest of technical education students. The study was conducted on 300 and 400-level students from the Faculty of Vocational and Technical Education (VTE) at the University of Nigeria Nsukka (UNN), Enugu State, Nigeria. The population for study comprises of 312 students from the 2023/2024 academic session of the faculty. Data collection was conducted using a 32-item structured questionnaire based on the two research hypotheses, employing a 5-point Likert scale. The research instrument was subjected to face validation by three specialists from the Faculty of Vocational and Technical Education, University of Nigeria, Nsukka. Data collected was analysed to determine the internal consistency of the measure items using Cronbach’s alpha (?). A reliability coefficient of 0.82 was obtained indicating that the instrument was reliable for the study. The correlational survey research design was also used to investigate the relationships between personalized workstation and practical skill performance of woodwork students. A simple linear regression analysis was conducted to test the hypotheses at a significance level of 0.05. Findings of the results show that personalised workstations significantly influence the practical skill acquisition and career interest of students. The study recommends among other things, that the management of technical institutions should provide learning equipment and training materials needed for the execution of practical activities in the workstations.
Video-Based Learning in Heat Exchanger System: From Conceptual Understanding, Higher-Order Thinking, and Cognitive Analysis to Reducing Misconceptions Among Vocational Students in Support of the SDGs
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).
Development and Validation of Visualisation Ability Test for Technical Drawing Students Using Rasch Models
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 visualization ability in technical drawing learning. Recommendations are offered for further research with larger samples and for integrating technology to improve the application and generalizability of results.
Education (Technical and Vocational Education and Training pedagogy)
Advancing The Green Transition on Technical Vocational Education and Training in Davao Del Norte
This study explores the green transition within the Technical and Vocational Education and Training (TVET) system in Davao del Norte, Philippines, aiming to support a sustainable economy. We utilized the British Council’s Greening TVET Systems Self-Assessment Tool to assess seven key areas of green TVET: policy coherence, labor market intelligence, employer engagement, curriculum assessment, learner support, institutional strengthening, and financing. Data were collected from TVET administrators and green TVET focal persons from accredited training institutions, and we analyzed the information using descriptive statistics and the Friedman test. The findings revealed that the TVET sector in Davao del Norte shows moderate to high readiness to pursue green initiatives. Notably, employer engagement scored the highest, indicating strong collaboration from industry partners in areas such as curriculum development, governance, and work-based learning opportunities. Other areas like curriculum assessment and learner support also demonstrated promising progress. However, financing emerged as a significant challenge, highlighting insufficient resources for institutional transformation and green skills development. Despite these issues, the study concludes that Davao del Norte has a solid foundation for implementing green TVET. To fully support the transition to a sustainable economy, it is crucial to improve collaboration among institutions, develop sustainable financing strategies, enhance curricula, and build workforce capabilities. These insights contribute to the growing conversation on sustainable technical education and can serve as a valuable resource for policymakers and researchers interested in advancing green TVET systems in the Philippines.
Bridging The Gap in Vocational Training: A Needs Assessment of Personalized Learning for Life and Career Skills in Southern Thailand
Driven by Industry 4.0 workforce demands, vocational education faces a critical challenge in aligning pedagogical practices with industrial needs. Grounded in Constructivist and Self-Regulated Learning theories, this study investigates the current and desired states of personalized learning management among vocational students in Southern Thailand and prioritizes the needs required to enhance essential life and career skills. Employing a quantitative needs assessment design, data were collected from 248 educational practitioners and administrators across 65 vocational colleges. The construct validity of the measurement instrument was rigorously verified through Confirmatory Factor Analysis (CFA). Data were analyzed using Paired-samples t-tests to establish inferential significance, alongside the Modified Priority Needs Index (PNImodified) to strategically rank critical areas for development. The findings reveal a highly significant disparity (p < .05) between the cumulative current state of personalized learning implementation (Mean = 19.49, SD = 2.04) and the desired future state (Mean = 27.51, SD = 2.51). The needs assessment identified the "Role of the Instructor" as the paramount priority (PNImodified = 0.44), underscoring an urgent mandate to transition from traditional lecturers to learning coaches. This was followed closely by the need for "Learning Assessment Skills" (PNImodified= 0.43), specifically prioritizing authentic and performance-based evaluation. The study confirms an urgent need for pedagogical transformation in technical and vocational education and training (TVET). By utilizing a robust needs assessment methodology, the findings provide a statistically validated, evidence-based framework for policymakers to prioritize human capital development specifically equipping instructors with coaching competencies and real-world assessment strategies to effectively bridge the skills gap.
The Role of Art-Based TVET in Enhancing Career Readiness and Economic Growth in Ghana
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.
How Learning Satisfaction Forms in Vocational English Classrooms: A Qualitative Study of The Interactions Between Psychosocial Learning Climate, Self-Efficacy, and Engagement
Learning satisfaction is widely used as an indicator of teaching effectiveness in vocational education, specifically in learning English, yet existing research largely explains it through variable-based models that treat classroom climate and learner traits as independent predictors. This study examines how learning satisfaction develops through classroom experience by analysing open-ended responses from 371 vocational college students enrolled in the College English Course in China. Using qualitative content analysis, the study identifies interactional mechanisms linking classroom practices, self-efficacy formation, and learner engagement. Findings indicate that teacher feedback, peer interaction, participation opportunities, and perceptions of fairness do not directly influence satisfaction; instead, they generate experiential cues from which learners infer their capabilities to use English. These evolving efficacy judgments shape participation, and the accumulation of participation experiences informs students’ evaluation of progress. Building on these insights, the study proposes the Cycle of English Learning Satisfaction as a process framework that explains how satisfaction emerges through recursive interactions among the classroom environment, efficacy formation, and engagement. The study contributes theoretically by reframing satisfaction as a developmental outcome rather than a static evaluation, methodologically by demonstrating the value of large-scale qualitative analysis of student voice, and practically by highlighting the importance of classroom systems that consistently generate interpretable success experiences. The findings offer an integrated account of how instructional practice, social interaction, and psychological development combine to produce learning satisfaction in vocational English settings.
DOCTOR OF PHILOSOPHY IN TECHNICAL AND VOCATIONAL EDUCATION
Bridging The Skills Gap: Market-Relevant Skill Development Programmes in Nepal’s Health Sector
Council for Technical Education and Vocational Training is an autonomous body that produces basic to mid-level technical human resources and is responsible for overseeing Technical and Vocational Education and Training in Nepal. This study aims to explore the potential new courses for PCL/Diploma level in the health sector. A qualitative research design was employed to identify new areas. Participants were selected based on their experiences in the health sector in both Nepal and abroad. A total of 25 in-depth interviews, and two interactive meeting events were conducted, and thematically analyzed. The health courses identified for PCL/Diploma level within the health sector were: nursing, general medicine, Ayurveda, food science, and water, sanitation and hygiene, physiotherapy and rehabilitation, laboratory, health education and health promotion, medical records and data, health and social care, and radiotherapy. Courses identified as being in higher demand in Nepal and were: renal dialysis, radiotherapy, prosthetics and orthotics, audiology and speech language therapy, transfusion and blood banking, medical transcript, geriatric care, school nurse, palliative care, telemedicine and telehealth, cancer care, OT/anesthesia assistant, IVF and reproductive medicine, Panchkarma, herbs and shrubs, WASH and hospital hygienist, occupational therapy, health and social care, and data and medical records. All these courses, however appealing and demanding in the market, need to be approved for registration and licensing from the relevant professional councils in Nepal. Before commencing the new programmes/courses, they should be assessed and interacted with the stakeholders, regulatory bodies, and even the general public.
Technical & Vocational Education and Training
Bridging The Skills Gap: How Assessment Design, Industry Engagement, and Institutional Support Predict Employability Skills in Chinese Vocational Education
This study investigated employability skills gaps between China's 1+X HR certificate graduates and employer expectations in Guangdong Province and identified factors predicting skills development. A convergent parallel mixed-methods design integrated quantitative surveys (n = 800: 400 graduates, 400 employers) with qualitative interviews (n = 15: graduates, employers, faculty). Independent samples t-tests compared graduate capabilities with employer expectations across nine competency dimensions. Confirmatory factor analysis validated measurement models, while structural equation modeling tested relationships between four predictors (self-efficacy, institutional support, industry engagement, and curriculum alignment) and employability skills. Thematic analysis of interviews explained quantitative patterns, with findings integrated through joint display matrices. All nine employability dimensions showed statistically significant gaps (p < .001) with large-to-very-large effect sizes (Cohen's d > 0.87). Professional HR Knowledge exhibited the largest gap (d = -0.998), followed by Digital Literacy (d = -0.952). The structural model explained 68.3% of variance in employability skills (R² = .683), with curriculum alignment demonstrating the strongest effect (? = .412, p < .001), followed by industry engagement (? = .298), self-efficacy (? = .251), and institutional support (? = .187). Qualitative findings revealed that 91% of certification examinations test memory recall rather than applied competencies; that curriculum content lags industry practice by 2-3 years; that institutional support varies dramatically across colleges; and that internship quality ranges from substantive to clerical. Mixed-methods integration demonstrated strong convergence between quantitative gaps and qualitative mechanisms. Findings recommend prioritizing performance-based assessment reform (?50% of certification scores), implementing dynamic curriculum update mechanisms, reducing revision lag from 24 to 6 months, standardizing institutional infrastructure quality, and ensuring substantive industry engagement through quality assurance protocols.
Creativity Teaching Practices in Fashion and Apparel Programmes: An Experience-Based Perspective in Malaysian TVET
This study examines creativity 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’s Theory of Creativity. The findings suggest six 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 aimed at integrating creativity-based teaching practices into institutional standards.
From Classrooms to Careers: Foundational Insights on the Integration of Academic and Vocational Education and Training in Palestine
Despite a growing number of university graduates, Palestine faces a severe unemployment crisis because the local labor market cannot absorb them all. At the same time, Vocational Education and Training (VET) remains underdeveloped and disconnected from actual market needs, leading to a significant skills gap. This paper explores how combining traditional academic education with vocational training could help solve Palestine's unemployment problem. By reviewing existing data, economic theories, and successful international models from countries like Germany and Jordan, the study highlights the benefits of a blended educational approach. The findings clearly show that integrating academic and vocational learning equips students with better, more relevant skills, significantly improving their chances of finding good jobs. However, launching these programs in Palestine is difficult due to ongoing political and economic challenges, as well as a weak private sector that struggles to create new jobs. Ultimately, while blending these educational paths is not a magic cure, it is a crucial strategic shift. This approach can motivate young Palestinians, boost their competitiveness, and empower them to start their own businesses.
Technical and Vocational Education and Training (TVET); Higher Education; Curriculum Development; Stakeholder Engagement; Quality Assurance; Industry Collaboration
Enhancing Teaching Skills Through Electronic Resources: A Study with Prospective Primary Teachers
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.
Copyright (c) 2025 Journal of Technical Education and Training
Beyond Digital Skills: Addressing The Technical and Soft Skills Deficit in Malaysian TVET for the Manufacturing Sector
This qualitative study confirms that the skills mismatch among Technical and Vocational Education and Training (TVET) graduates in Malaysia has shifted from traditional technical skills to digital skills especially in the manufacturing sector in Malaysia, in order to produce a high skilled worker that can support Malaysia's policy aspirations under the New Industrial Master Plan (NIMP) 2030, to achieve the Gross Domestic Product (GDP) growth targets and creating high-value employment opportunities in the manufacturing sector. The primary aim of this study is to identify the digital skills required by TVET graduates to prepare them for the evolving demands of the workforce. Seven (7) industry experts from manufacturing sectors were selected through a snowball sampling method to address the three (3) research objectives. Data were analysed via Thematic analysis with the support of NVivo software for data management and interpretation. The findings indicate that the digital skills required of TVET graduates can be categorised into two (2) main dimensions: technical digital skills and digital soft skills. Both dimensions are pertinent in preparing graduates to adapt effectively to an increasingly digitalised industrial environment. Overall, the study supports Malaysia’s national policy initiatives to develop a digitally competent workforce capable of driving sustainable economic growth, within the manufacturing industry.
Exploring The Cognition and Attitude of Vocational High School Students Towards Autonomous Vehicles
With the growing emphasis on vocational education in China and 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, is significantly 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.
Sternberg Thinking Skills among Upper Secondary Vocational Students in STEM Subjects
The development of 21st-century skills is critical for Vocational Education to meet Industrial Revolution 4.0 demands. 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 analyze differences based on gender, STEM subjects, and socioeconomic status (SES). A quantitative research design was employed, utilizing 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 gender 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 highlight the influence of gender and specific STEM subjects on thinking 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, emphasizing differentiated teaching strategies and promoting the development of equitable thinking skills among TVET students.
Capacity Building of TVET Trainers in a Developing Country Through Practice-oriented Curriculum Implementation
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.
TVET (Technical and Vocational Education and Training)
Education – Technical and Vocational Education and Training (TVET)
Technical and Vocational Education and Training College Female Students’ Experiences in Engineering Disciplines
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.
Technical and Vocational Education & Training
Transforming Vocational Education Pedagogy: Integrating Extended Reality and Problem-Immersive Experiences to Foster 21st-Century 6C Competencies
According to the hotly debated issues in vocational education, it is challenged to develop the 21st century competencies especially the 6Cs namely critical thinking, creativity, collaboration, communication, citizenship, and character in the face of the fast-changing technology. The classical pedagogic models are not usually able to help keep the learners interested in the real-life immersive situations that reflect industrial practice. This research will revolutionize the vocational education learning process by incorporating into it Extended Reality (XR) and problem-immersive learning project to enhance the ability of students to master the 6C competencies. The study used quasi-experimental design and control and experimental group in exploring vocational students. Pre-test and post-test data were obtained by way of observation checklists, competency-based performance tests. To determine the effectiveness of the intervention, statistical analysis, which was done through ANCOVA, t-tests and SEM, was done. The results show that students that underwent XR-facilitated problem-immersive learning showed much higher advancements in critical thinking, collaboration and creativity as opposed to those in conventional classrooms. Besides, interactive simulations and collaborative problem-solving scenarios, placed in XR environments, promoted communication, character building, and citizenship awareness. The article concludes that the combination of XR and problem-immersive teaching provides a revolutionary route to vocational education that fulfils the requirements between the theoretical training and the real-life industrial requirements. The implications will be in the fact that educators should be developed professionally, curriculum needs to be redesigned in accordance with new technologies, and the wider implementation of XR-enriched models is necessary to equip vocational learners with the skills to work in dynamic future environments.
Information and Communication Technology for Education
Gastrodiplomacy as a Cultural Soft Power Strategy: Exploring Indonesian MSME Entrepreneurs' Perspectives and Vocational Skill Development Needs
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.
Vocational Education and Training (TVET)
Assessing TVET Leadership Development Programmes: Implications to TVET Leaders
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. Despite increased investments in leadership development, many training programmes lack comprehensive evaluation mechanisms beyond initial participant satisfaction. This study assesses the effectiveness of leadership development programmes at Universiti Tun Hussein Onn Malaysia (UTHM), guided by the Kirkpatrick Four-Level 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 application, with reported workplace transfer rates ranging from 7.14% to 53.33%. However, inconsistent data collection at Level 3 and in some coaching-based programmes indicates the need for improved follow-up mechanisms. The study underscores the importance of integrating comprehensive evaluation practices within TVET leadership initiatives to ensure programme impact and sustainability.
Humor Style and Academic Success in a Blended Learning Setting among Technical University Students
Students' personal growth and future employment prospects are significantly influenced by their academic performance, especially in technical education. Traditional teaching approaches have given way to blended learning as higher education increasingly incorporates information and communication technology, which can have a big impact on students' academic achievement and psychological health. This study examines the connection between students' academic performance and their humor preferences in a blended learning setting at a Malaysian Technical University Network (MTUN) institution. A survey using the Academic Self-Concept (ASC) and Humor Styles Questionnaire was completed by 307 students. SPSS version 26 was used to analyze the data using both descriptive and inferential statistics. According to the findings, pupils' academic performance was mediocre, and the most popular type was self-enhancing humor. Interestingly, aggressive humor had a negative relationship with academic achievement, but affiliative and self-enhancing humor types had a favorable correlation. Self-defeating humor and academic success did not significantly correlate. According to these results, a more stimulating and encouraging learning atmosphere can be created by strategically utilizing positive humor styles, especially affiliative and self-enhancing humor. This could lower stress, boost motivation, and improve student performance. In MTUN's technical education program, where the curriculum frequently includes difficult and complex material, comedy can be a useful teaching tool to enhance students' academic performance and general well-being. In order to promote deeper learning, student engagement, and emotional resilience, educators ought to think about incorporating humor into their lesson plans.
Influences on Motivation and Learning Outcomes in Home Economics: A Pathway to Enhanced TVET Competency Development
Technical-Vocational Education and Training (TVET) skills are embedded in the basic education curriculum, progressing spirally from basic competencies in elementary and common competencies in Junior High School (JHS) to a more specialized skills in Senior High School (SHS) and beyond. Early competency formation, particularly in Home Economics (HE) is crucial for preparing learners for advanced Technical-Vocational and Livelihood (TVL) specializations, national certification, and career development. As students move through this continuum, motivation becomes a key driver of how foundational skills are acquired and applied. Yet limited empirical research examines how motivation translates into real-life skill use and how this relationship varies across socio-demographic contexts which are essential for designing responsive and contextualized learning strategies. This study investigated the relationship between students’ motivation to learn HE and two outcome indicators: frequency of application (FOA) and self-reported competence (SRC) within the family setting. It also examined the moderating influence of students’ socio-demographic backgrounds. A validated quantitative survey was administered to 200 JHS students. Linear regression tested the associations, while moderation analyses identified contextual variations. Results showed that motivation significantly predicted HE outcomes, with family structure, birth order, family income, and TLE grades moderating the motivation–outcome link, whereas religion, gender, and parents’ occupation did not. These findings offer practical insights for strengthening HE curriculum in JHS by recognizing how motivation and learner contexts shape early competency formation which enhance students’ readiness for SHS TVL coursework and supports smoother progression into higher-level TVET programs and future technical-vocational pathways.
students' attitude towards Home Economics Curriculum
Home Economics real-world impact in everyday living
Significant implications of moderators in the TVL-related subjects such as the HE curriculum
Technology Teacher Education- Home Economics Education
Essential Non-Technical Skills for Software Engineering and Engineering Sciences Graduates: A Case Study from North Cyprus
This study examines key non-technical (soft) skills that impact the employability of software engineering and engineering sciences graduates in North Cyprus. A total of 50 stakeholders—comprising university lecturers, industry experts, postgraduate students, recent graduates, and job seekers—participated in a structured survey featuring 57 items across nine skill categories. Quantitative analysis using descriptive statistics (means, frequencies, standard deviations) revealed that skills such as written communication, leadership, patience, contextual problem-solving, brainstorming, professionalism, responsibility, planning, and empathy received mean scores above 3.5 on a 5-point scale, demonstrating strong perceived importance in recruitment processes. Findings underscore a notable gap in current engineering curricula regarding non-technical skills training. To address this, we advocate for the systematic integration of soft-skills development into university programs and recommend enhanced partnerships between academia and industry to improve workforce readiness.
Interdisciplinary Studies in Education and Technology