Vocational Education Research Articles

CRITICAL E-LEARNING VALUES AND ATTRIBUTES: PERSPECTIVES FROM VOCATIONAL TEACHERS AND STUDENTS

ABSTRACT E-learning platforms are designed to meet user demands and enhance value, making it crucial to identify their key attributes. In vocational institutions, where teachers and students are integral co-creators of value, e-learning tools are used to enrich technical education. This study utilizes a means-end-chain approach to explore the critical attributes, values, and impacts of e-learning from the perspectives of vocational teachers and students. The study uses laddering techniques to identify the co-creation value based on the principles of Service-Dominant Logic, Means-End Chain Theory, and a list of values. A tool called APT Data Laddering Col&Cal was developed to analyze data on the laddering technique. The data is also validated with LadderUX software and subsequently used to generate a Hierarchical Value Map. The conceptual analysis results and the Hierarchical Value Map form the components of the developed model. By mapping the relationships between these attributes and the resulting values, the research identifies nine significant values: accomplishment, self-fulfillment, and a high-quality lifestyle, which stand out as the most prominent. The study also highlights that interactive elements such as games, quizzes, and videos play a significant role in facilitating value co-creation. The importance of this research lies in its ability to pinpoint how specific e-learning attributes contribute to value creation, offering valuable insights for designing e-learning models that better serve the needs of both educators and learners. Understanding these dynamics can significantly enhance how e-learning platforms are developed to effectively engage and benefit youth in vocational settings. Keywords: Value Co-Creation, Means-End-Chain, E-learning, Vocational, Youth

Work-life balance, Academic Passion, and Vitality Among Private College Teachers in China

This study focused on the challenges faced by teachers in the academic ecology of private higher education in China, in particular issues such as organizational expectations, academic pressure, and blurred boundaries between family and work, which affect teachers’ work-life balance and academic sustainability. The aim of the study was to explore the current status and interrelationships of 430 teachers in 7 private universities in China in terms of work-life balance, academic passion and vitality. Descriptive statistical methods were used to analyze the characteristics of teachers from four dimensions: sex, age, highest level of education and years of experience. Through the modified Likert scale, the teachers’ work-life balance was evaluated from three dimensions: mental balance, time balance and satisfaction balance. Evaluate academic passion from three dimensions: harmonious passion, obsessive passion and balanced passion. Academic vitality is analyzed from three key indicators: academic input time, teaching input time, and academic productivity. The research results show that the interviewed teachers are mainly female and middle-aged and young, most of them have a master’s degree or above, and their working years are short. Teachers have a positive attitude towards work-life balance, preferring harmonious and balanced academic passions and not identifying with obsessive passions. Teaching time commitment is highly recognized, and academic time commitment matches productivity. Further analysis revealed that work-life balance, academic enthusiasm and academic vitality promote each other and jointly drive teacher career development. Based on this, this study put forward a series of strategies, including rationalizing workload, providing psychological counseling services, optimizing time management, establishing academic exchange platform and improving academic reward system, promoting teachers’ work-life balance and stimulate their academic passion and vitality.

Strategies to Manage Vocational Education to Excellence

This research aimed to develop strategies to manage vocational education to excellence using the Research and Development (R&D) methodology. The study included two phases. Phase 1 involved analyzing fundamental data and needs for vocational education management. The sample was 206 school directors from eight types of vocational institutions under the Office of the Vocational Education Commission. The researchers determined the sample using Taro Yamane’s formula (stratified random sampling) and interviews with experts from three selected model vocational institutions. Phase 2 involved creating strategies through discussions with experts from nine higher education and vocational institutions. Data analysis included percentages, means, standard deviations, and the modified Priority Needs Index (PNImodified). Results showed that the current status of basic data was at a high level overall, while the expected status was at the highest level, with a PNImodified of 0.179. The strategies for vocational education management towards excellence included: 1) Enhancing professional management efficiency; 2) Developing competency-based curriculum quality to international standards; 3) Improving teaching and learning quality; 4) Developing teacher and staff quality to specialized expertise; 5) Building comprehensive human resource development networks; and 6) Enhancing graduate quality to high-competency human resources. The evaluation of these strategies indicated that they were highly appropriate and feasible.

Analyzing dropout intentions in vocational education and training: exploring the nexus between different dimensions of dropout reasons and the different directions of dropout intention

Extensive research has focused on various dimensions of dropout reasons, yet it often overlooks the importance of considering different dropout directions in the analysis. Our cross-sectional study examines the association of factors of six dimensions of dropout reasons (learner, professional, company, school, activity, and context) with four directions of dropout intention (upwards, downwards, horizontal: occupational change, and horizontal: company change). Stepwise regression analyses using dropout intention as a prior inner condition (before actual dropout behavior) with data from 559 industrial and office management trainees in Germany are conducted. Results indicate that the largest association across different directions of dropout intentions is exerted by the trainees’ occupational identity (professional dimension) and the year in training (context dimension). School factors like the use of outdated teaching equipment and learner factors like trainees’ high professional commitment predict upward dropouts, while a low level of trainees’ workplace social involvement (activity dimension) predicts downward dropouts. Company factors like unfavourable working regulations predict occupational change, and a low level of trainees’ functional involvement (activity dimension) predicts company change. Additionally, we confirm the previously found significant associations of activity and professional factors, particularly the cooperation between learning venues (school and training company) and the alignment between training and the desired occupation. The desired occupation predicts dropout intentions in the upward and horizontal direction (occupational change), and a low level of learning venue cooperation predicts the upward, horizontal (company change), and downward directions. To mitigate dropout rates, we recommend that vocational education and training stakeholders adopt preventive strategies by targeting specific directions of dropout intentions and the factors associated with the six dimensions of dropout reasons.

Choosing new careers: patterns of occupational change within vocational education and training and fulfillment of career aspirations in Germany

This study investigates occupational changes in the German vocational education and training system among “stopouts,” i.e., individuals who terminate their training prematurely and switch to another occupation. We examine whether occupational changes are related to the fulfillment of career aspirations and changes in key occupational characteristics such as gender typing, social status, and task profiles. Utilizing longitudinal data from the German National Educational Panel Study and employing latent class analyses, we scrutinize patterns of change in occupational characteristics across different social categories. Results indicate that the majority of stopouts switch to occupations more aligned with their career aspirations, reflecting individual agency in career development. We identify two types of latent classes of occupational change: one in which characteristics remain more or less consistent with the previous position, reflecting practices of fine-tuning, and another showing notable task profile differences compared to the previous position. The latter primarily concerns medium-educated individuals who face a wider array of career opportunities compared to their lower-educated counterparts. Our findings emphasize the dynamic nature of career decision-making and stress the need for support for individuals undergoing career transitions. Career counselors and practitioners can use these insights to encourage alignment with individual occupational aspirations, address career compromises, and promote exploration based on interests, particularly among individuals with a medium-level education and diverse career options.

The impact of project-based learning on 21st century skill development of vocational engineering students: A systematic literature review

This study conducts a systematic literature review to evaluate the impact of Project-based Learning (PjBL) to vocational education and its effects on developing 21st-century skills. Utilizing the PRISMA framework, the study analyzes 21 articles from an initial pool of 1,036 papers from Scopus and Google Scholar databases. The included literature consists of articles published within the last five years (2019-2024) and systematically examines the findings from relevant studies. The analysis results demonstrate that PjBL is crucial in preparing students for a dynamic, technology-driven workforce by enhancing skills such as learning and innovation, information, media, technology, and life and career skills. Despite challenges in implementing PjBL, such as insufficient technological proficiency, inadequate resources, and misaligned curricula, PjBL offers opportunities to develop more effective pedagogical approaches aligned with industry needs. The study emphasizes the importance of collaboration between educators, policymakers, and industry stakeholders to address these challenges and improve vocational education quality. Additionally, the study identifies the need for further research to bridge existing gaps, particularly in developing information, media, and technology skills. Therefore, PjBL is a potential method for equipping students with essential skills for the ever-evolving job market.

Research on the Development Model and Training Path of “Chinese + Vocational Skills” Education for Five Central Asian Countries

Research on the Development Model and Training Path of “Chinese + Vocational Skills” Education for Five Central Asian Countries

Social financial grants [SFGs] and poverty eradication in South Africa

ABSTRACT This study examines the role of Social Financial Grants (SFGs) in poverty reduction in South Africa, focusing on their impact on economic stability and income inequality. Using a structured model, it explores both the direct and mediated effects of SFGs on poverty alleviation. Results indicate that SFGs significantly reduce poverty by decreasing income inequality and enhancing economic stability, key factors in a highly unequal society. Effective administration and expansion of SFGs could further benefit vulnerable populations. The study notes limitations, such as the need for longitudinal data to assess sustainability and attention to regional disparities. Recommendations include integrating SFGs with job training, improving distribution, and reducing stigma. Implications extend beyond South Africa, offering insights for other developing nations. Future research should investigate additional mediators and conduct comparative regional studies to optimise social grant programmes globally.

المهارات اللازم توفرها لدى معلمي التربية الخاصة لتطبيق استراتيجية الصف المقلوب لدى طلاب المرحلة المتوسطة بمدارس جدة

The aim of this research is to identify the educational and technical skills and equipment necessary to implement the flipped classroom strategy among special education teachers. The main research question was defined as follows: What skills are necessary for special education teachers in Jeddah schools to implement the flipped classroom strategy? To achieve the research objectives, the descriptive approach was used, as the research sample consisted of (68) special education teachers in the city of Jeddah. For the purpose of collecting research data, a questionnaire was prepared consisting of three axes (educational, technical, and equipment). The research results resulted in statistically significant differences at the significance level (0.05) between the average scores of the training courses variable, and these differences were in favor of the individuals who answered yes. The results also indicated that there were no statistically significant differences between years of experience at the level of statistical significance (0.05). Then the results showed that the academic qualification variable showed that there were no statistically significant differences between the academic qualification and the axes as a whole, that is, not statistically significant. Accordingly, the research concludes that the educational skills for managing electronic educational situations are objectively proportional to the characteristics of the learners, as they reached an average percentage of (52.9%). Also, motivating students and encouraging them to participate in the flipped classroom had an average percentage of (44.1%). The results also showed that the phrase dealing with various technical devices in the classroom, which came in the axis (technical technical skills), appeared with an average percentage of (60.3%). The results of the axis (equipment) also showed that the phrase personal computers or tablets came in with an average percentage. It reached (48.5%), and the phrase “distance education platforms and educational applications” came with an average percentage of (41.2%). Based on the results, the researcher recommends the necessity of adopting the necessary skills in order to implement the flipped classroom strategy in special education schools because of its positive impact on the learners and their educational career.

The Impact of Teacher-Student Relationships on Students' Perceptions of Teachers' Educational Effectiveness

The impact of teacher-student relationship on student perception of the teacher's effectiveness in the delivery of education lies in the limited understanding of how the teacher-student relationship specifically shapes students' perception of the education provided by the teacher. While numerous studies have explored the impact of teacher-student relationships on various educational outcomes, such as academic achievement and student engagement, there is a lack of research specifically examining how this relationship affects students' perceptions of the teacher's educational qualifications. This study aimed to determine whether a positive and strong teacher-student relationship can influence students' perception of their teachers' knowledge and expertise in the subject matter being taught among Bachelor of Technical Vocational Teacher Education (BTVTEd) college students. This descriptive, correlational and causal-comparative quantitative study was conducted to 94 BTVTEd college students of Tagum City College of Science and Technology Foundation, Inc. using an adapted-modified survey questionnaire checklist. In addition, correlation analysis and simple linear regression analysis were used in interpreting the obtained data. Findings showed a high correlation between teacher-student relationship and students' perceptions on teacher's effectiveness in the delivery of education. Thus, teacher-student relationship factor specifically teaching style significantly influences how the BTVTEd college students perceived their teacher's effectiveness in the delivery of education.

The Use of Artificial Intelligence by Students in Vocational Colleges in China and the United States

The rapid development of artificial intelligence, while promoting the progress of the times, has also brought unprecedented employment pressure on vocational school students. To adapt to the requirements of the times, vocational schools in both China and the United States have updated their curricula and teaching concepts to ensure that vocational school students can maximize their mastery of modern AI technology. This article employs interview and questionnaire surveys, combining qualitative and quantitative analysis to investigate the usage and proficiency of AI technologies among vocational school students. The research finds that the use of various AI technologies by students in vocational colleges varies across majors, with equipment availability, the scheduling of hands-on classes, and the frequency of school-enterprise cooperation all contributing to this difference. Although China and the United States share the same reform policies and educational goals, there are still differences in the details of teaching and learning implementation due to different national conditions. However, the findings suggest that it is still beneficial to offer AI-related courses at school. Familiarity with basic theoretical knowledge and practical experience can alleviate students' social anxiety and employment pressure to a certain extent. It can be seen that the reform of vocational education in the era of artificial intelligence in China and the United States is beginning to bear fruit.

Empowering Young Educators: The Impact of Student Organizations Development in Vocational Colleges

This study explores the pivotal role of student club development in enhancing the professional competencies of young teachers in vocational colleges. Young educators often face significant challenges, including limited understanding of vocational education, inadequate communication skills, and insufficient mentorship opportunities. Through active participation in student organizations, teachers can cultivate essential pedagogical skills, expand their professional networks, and foster emotional resilience. This reciprocal relationship not only benefits the teachers’ professional growth but also enriches the educational experience for students. The findings underscore that involvement in student clubs creates a supportive community that promotes innovative teaching practices and job satisfaction. Consequently, it is imperative for vocational institutions to actively support and implement student club initiatives as a strategic approach to professional development. By doing so, educational leaders can enhance teaching quality and address critical issues related to teacher retention and satisfaction.

Analysis of influencing factors on cognition of organizational innovation climate among clinical nurses in China.

Establishing a positive organizational innovation climate can enhance nurses' innovative performance and work quality. This study aims to explore the cognitive status and influencing factors of the organizational innovation climate among clinical nurses. The findings of this study will provide a scientific basis for developing innovative nursing talent teams and strengthening innovative management. This is a cross-sectional study. From July 2024 to September 2024, we conducted a paper questionnaire survey of 210 clinical nurses in 3 tertiary hospitals in China. Participants self-reported on general demographic questionnaires and organizational innovation climate scales. The collected data were analyzed using various statistical methods, including descriptive analysis, independent sample t-tests, one-way analysis of variance (ANOVA) tests, and multiple linear regression analysis. Multicollinearity was tested using the variance inflation factor and tolerance test. All analyses were performed using the SPSS software (version 26.0). P < .05 indicated that the difference was statistically significant. In this study, the score for organizational innovation climate among 210 clinical nurses was (73.70 ± 9.25). Organizational innovation incentive was the dimension having the highest score. Resource supply was the dimension having the lowest score. Multiple regression analysis showed that gender, highest education level, years of work experience, position, job satisfaction, and academic conference participation experience were the main factors influencing clinical nurses' cognition of the organizational innovation climate (P < .05). In this study, the cognitive level of nurses' organizational innovation climate was moderate level. To improve this level, nursing managers should develop targeted intervention measures for various influencing factors. It is recommended that nursing managers strategically integrate scientific research innovation training into their vocational training programs to stimulate nurses' innovation consciousness and improve the quality of clinical nursing services.

Evaluating Objectives of TVET in Kenya in Light of Pragmatic Theory towards Lifelong Learning: A Holistic Approach to Competency Training

The United Nations Educational, Scientific and Cultural Organization (UNESCO), World Bank and different countries including Kenya have placed education and training as a central tool towards youth employability and realization of the industrialization agenda. Despite the dying industries and increase in demand for employability skill in training, TVET graduates lack employability skills. The study was tasked to evaluating objectives of Technical Vocational Education and Training (TVET) in Kenya in light of pragmatic theory towards lifelong learning: A holistic approach to Competency Training. The study sought to answer the following research question; what are the objectives of TVET in Kenya in light of pragmatic theory towards lifelong learning. The study was a literature review and both Primary and secondary sources were used, this overruled the adoption of quantitative tools and methods towards data collection and analysis. Since the study was a qualitative review, constructivism paradigm and a philosophical design were adopted. The methods were philosophical analysis and synthesis. Philosophical analysis method was used in reviewing commissions, presidential taskforce reports, acts of parliament and policies. Synthesis method was adopted in developing arguments and searching for the findings of the study. The study found out that education and training in Kenya has been polished by Policy documents and Taskforce reports towards realizing the country’s development agenda. The study also found out that the objectives of TVET have not been explicitly stated in the past documents it is after the TVET Act 2013 that clearly reorients TVET as an engine of attaining The Kenya Vision 2030.The objectives of TVET are; committed in training for skill development, social efficiency and democratic participation however skill development has been overemphasized. Implications of the study identify TVET as an engine of national development that has been all along given a low profile, lowly funded and a level of training that accommodates majority of the secondary graduates. The study recommends promotion of holistic competency training that promotes lifelong learning whereby emphasis is on the competencies for the world of work and not only for employability and economic development.

Quantitative Evaluation of Macao’s Education Policy: A PMC Index Modeling Approach Incorporating Text Mining

The education policy of the Macao Special Administrative Region is a driving factor in the investment of educational resources and the construction of a comprehensive education system. At the same time, the Macao Special Administrative Region Government closely integrates its education policy with the overall national development strategy, focuses on the training of teachers with a strong sense of national responsibility, and attaches importance to the needs of young people in national education, information technology education, and vocational education. Taking the policy addresses of the Macau Special Administrative Region over the past 25 years as the research sample, this study pioneered the use of policy modeling consistency index modeling combined with text mining to construct an evaluation system featuring the development of education policies. This approach provides a more in-depth quantitative analysis of the evolution and effectiveness of specific education policies. The results show that the MSAR has made significant progress in strengthening educational resources and aligning educational goals with national priorities. However, there is still room for improvement in areas such as information technology and vocational training. Based on this, the study recommends that these areas be targeted for strengthening, providing a reference basis for the future formulation or adjustment of existing education policies.

Poverty Alleviation Through Education: China's Concrete Actions, Historical Achievements and Successful Experiences

Poverty has been a global challenge since ancient times, which has seriously hindered the process of modernization and the cause of fairness in the world. Education is widely regarded as an effective tool to eliminate poverty, so in recent years, countries have paid special attention to education poverty alleviation. China has taken a number of practical and effective measures in education poverty alleviation. Through these efforts, China has made four historic achievements in education poverty alleviation: first, it has realized the comprehensive popularization and consolidation of compulsory education in poor areas, and completely solved the problem of "learning"; second, the linkage between education poverty alleviation and vocational education, the establishment of an effective mechanism to block the intergenerational transmission of poverty; third, the optimal allocation of educational resources, narrowing the gap between urban and rural areas and regions; the fourth is to establish a full-coverage precision funding system, eliminating the phenomenon of " out of school due to poverty " in education. These historic achievements are inseparable from adhering to the priority development of education and the organic coordination of the national system. China's specific actions, achievements and experience in the field of education poverty alleviation have contributed Chinese wisdom and Chinese programs to the cause of education poverty alleviation worldwide.

Job burnout among Polish dentists: the role of sensory processing sensitivity and emotional intelligence.

Job strain in dentistry makes the profession highly susceptible to occupational burnout. People with high sensory processing sensitivity (SPS) perceive workplace as more stressful and more demanding. Emotional intelligence (EI) is both a trait and an ability, which helps individuals adapt to the environment and reduces burnout. This study examines the relationship between SPS and burnout among Polish dentists and whether EI may be a protective factor against burnout in a group of highly sensitive dentists. Polish dentists (N = 201) answered a questionnaire, the short Polish version of the Highly Sensitive Person Scale (HSPS-10), the Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF), the Oldenburg Burnout Inventory (OLBI), and the demographic data questionnaire. Moderated hierarchical regression analyses showed that SPS can predict burnout factors exhaustion (p < 0.001) and disengagement (p = 0.012). Higher trait SPS was associated with higher burnout factors. Emotional intelligence can predict burnout factors exhaustion (p < 0.001) and disengagement (p < 0.001). Higher trait EI was associated with lower burnout factors. Also it turned out that EI moderates the relationship between SPS and burnout factor exhaustion (p = 0.015). The findings illustrated reverse buffering effect. UNIANOVA analyses showed that EI may have a protective effect on burnout, although this effect decreases for exhaustion and disappears for disengagement in the group of highly sensitive dentists. Sensory processing sensitivity can help to identify dentists who are at risk to develop burnout. Training to increase EI levels can be implemented to reduce the risk of burnout among dentists, although it appears to be insufficient among those at higher risk, i.e., the highly sensitive dentists. This shows the importance of searching for other possible factors that could protect highly sensitive dentists from burnout. Int J Occup Med Environ Health. 2024;37(5).

AI Application in Secondary School STEM Education

This article provides a literature review to understand the application of AI in STEM, including the research methods, tools, subjects, ethics, etc. Pay attention to the process of cultivating students' technical skills, core technical literacy, curriculum reform in technical education, and relevant international comparisons. Artificial Intelligence in Education (AIEd) primarily focuses on the development of "computers that perform cognitive tasks," typically related to the human brain, particularly in learning and problem-solving. Applications and tools driven by artificial intelligence technology, such as intelligent robots and adaptive learning systems, are increasingly being utilized by educators and learners in K-12 and university environments. Artificial intelligence technology provides learners with the opportunity to achieve personalized learning to meet their individual needs.

“It Always Comes Back to Intrinsic Motivation”: A Qualitative Investigation into Facilitators of Engagement and Well-Being Across the Many Roles of a Dance Artist

ABSTRACT Although “making it” in dance has long been associated with a performance career, few dancers solely perform and many also pursue choreography and/or teaching. Considering these many ways of being a dance artist, the aim of this study was to understand (a) the psychological characteristics which are perceived to be facilitative of engagement and well-being in dance, and (b) the experiences that dancing itself provides that encourage engagement and well-being. Eight dancers in vocational ballet training and 17 professional dance artists, all of whom had performed and/or taught and/or choreographed, participated in semi-structured interviews which were analyzed using thematic analysis. Key themes of a) intrinsic motivation to dance, b) psychological characteristics in the dancer, and c) basic psychological need satisfaction in dance were found. It is important to equally nurture intrinsic motivation across dance training, performance, choreography, and teaching to promote engagement and well-being across the training and career span.

The Relationship between Level of Creative Thinking and Visualization Skills among Students in the Technical and Vocational Education Program

The Relationship between Level of Creative Thinking and Visualization Skills among Students in the Technical and Vocational Education Program