Abstract
With the increasing emphasis on developing graduate employability skills, termed as CoreLife Skills in the United Arab Emirates (UAE), and growing use of technology in education; this research investigates the assemblage of CoreLife Skills through technological innovation in a vocational education and training (VET) institute in the UAE. This article draws on the concepts of the sociology of translation from an Actor-Network Theory as both methodological and analytical tool. The research unfolds the socio-material assemblages using existing frameworks: Levels of Teaching Innovation (LoTi) and HEAT (higher order thinking, engaged learning, authentic learning, and technology use). The research stirred the development of technology-enhanced learning and a CoreLife Skills development (TEL-CSD) framework for effective integration of technology to enhance students' CoreLife Skills. Based on the findings, two conclusions are drawn: CoreLife Skills cannot be developed independently of general learning and cognitive skills, and technology alone cannot promote CoreLife Skills.
Published Version
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