Vocational Education Research Articles (Page 1)

ABSTRACT This article advances a Freirean framework that centres social justice, transformation, and student agency in Technical and Vocational Education and Training (TVET). It critiques dominant human capital and productivist paradigms that narrowly define TVET by labour market demands. Drawing on Paulo Freire’s critical pedagogy, the article calls for a shift towards inclusive, participatory, and emancipatory approaches to TVET research and practice. The study explores the perspectives of fifteen graduates from TVET colleges in the Eastern Cape, South Africa. Using a Freirean lens and participatory methodology, data were generated through life narrative interviews and Learning Cycle Group meetings, which created dialogical spaces for students to critically reflect on their educational journeys, name challenges, and propose alternatives to dominant discourses. By engaging students as co-researchers, the study generates grounded insights while fostering critical consciousness and empowerment. The integration of Freirean principles and Participatory Action Research contributes to building equitable, student-centred TVET spaces. This article offers a transformative framework for reimagining TVET beyond the narrow provision of technical skills towards a more holistic model rooted in human development, meaningful participation, and democratic engagement. It aims to reposition TVET as a site of possibility for social change and collective transformation.

This article explores introducing enterprise work order management into Western banquet course teaching in technical colleges. The "micro-work order" model decomposes teaching tasks into standardized work orders by simulating real work scenarios, significantly improving students' practical ability and professional quality. Taking the "Western Banquet Service" course as an example, this study constructs a three-dimensional task system of "problem chain-learning chain-evaluation chain", forming a closed-loop teaching of "task perception-skill learning-practical verification-expansion and innovation". The problem chain is oriented towards typical banquet scenarios, the learning chain integrates theoretical knowledge and operational norms, and the evaluation chain combines process assessment and outcome evaluation. This design provides a reproducible paradigm for vocational education teaching activities, effectively bridging classroom teaching and enterprise needs.

ABSTRACT Vocational teachers in secondary education often enter the profession through industry-related pathways, bringing valuable practical expertise but often lacking formal pedagogical training. This study investigates two core dimensions: (1) the motivational factors influencing individuals to pursue teaching careers in Vocational Education and Training (VET), and (2) their pedagogical beliefs, with particular attention to the influence of teacher training. Drawing on an adapted version of the FIT-Choice scale, we surveyed 1,177 in-service teachers in Chilean VET schools, including both general education teachers and vocational teachers, with and without formal teaching diplomas. Participants completed an online survey addressing their motivations and pedagogical beliefs. Findings indicate that vocational teachers who hold a teaching diploma display motivational profiles similar to those of general education teachers, with notable exceptions in personal utility values and opportunity-driven career choice. Moreover, the gap in constructivist pedagogical beliefs between general and vocational teachers narrows significantly when vocational teachers possess formal training. We argue that formal pedagogical training equips vocational teachers to adopt a hybrid pedagogical approach, effectively balancing constructivist and direct transmission beliefs to meet the diverse and complex needs of VET students.

People affected by skin neglected tropical diseases (NTDs) are often stigmatised, experiencing discrimination in consequence of their condition. Peer advocates can help progress a person-centred agenda for people affected by NTDs, however, evidence gaps in the steps to becoming an advocate persist. We wanted to understand the steps towards a peer advocacy role for skin NTDs. We used the participatory Stepping Stones method to identify steps on the journey to becoming an advocate with 48 participants, followed by three in-depth life histories with peer advocates for other stigmatising chronic conditions (e.g. disability, mental health, Ebola survivors). We found study participants frequently experience stigma and discrimination in consequence of their condition. The peer advocate role includes awareness raising and advocacy and providing mutual peer support. Among peer advocates, personal acceptance of their condition, vocational training and family support are important steps along the pathway to becoming a peer advocate. Outcomes of the role include personal determination and increased confidence for peer advocates, provision of help and support for others with similar conditions and broader change in understanding, attitudes and policy within the community and country. We find that when appropriately enabled, peer advocates can themselves be empowered and play a key role in person-centred care.

Abstract The national education system of Indonesia aims to enlighten the nation's life by developing students' potential into individuals who are faithful, morally upright, healthy, capable, creative, independent, and responsible democratic citizens. The educational framework includes curriculum, teaching methods, evaluation, and management of educational institutions designed to shape character and moral values. Although the government has established National Education Standards related to the qualifications and competencies of educators and educational personnel, various issues still exist in their development and management. Therefore, new innovations are necessary to achieve holistic quality education. Purpose – This research aims to determine the qualification standards and competencies of educators in maritime education as well as understand the evaluation and supervision standards applied. Methodology – The research method employs a qualitative approach with literature analysis from various regulations related to higher vocational maritime education in Indonesia. Findings – The findings indicate that changes in educator standards are crucial for maintaining relevance with rapid developments in the maritime industry regarding technology and regulations. This change process involves analyzing industry needs up to continuous evaluation. However, challenges such as limited qualifications of educators; inability of standards to respond to changes; ineffective evaluation systems; lack of oversight; limited access to professional training; and misalignment between programs need addressing. Originality – Continuous professional training for educators must be conducted so that graduates possess skills aligned with industry needs in maritime sectors

ABSTRACT This paper explores the long-term outcomes, challenges, and strategic significance of Sayid Mohamed Technical Education College (SaMTEC), a vocational training institution in Somalia’s conflict-affected Gedo region. It highlights SaMTEC’s role in promoting youth employment, gender empowerment, social cohesion, and peacebuilding by offering market-relevant skills to at-risk youth, inclusive enrollment, and community-based engagement. The findings affirm the programme’s impact in providing alternatives to radicalisation and economic marginalisation. However, the study also identifies key constraints, including limited access to startup capital, delayed employment, gender-specific barriers, and weak post-training support systems, which affect scalability and sustainability. The paper concludes with policy recommendations to strengthen job placement, expand financial access, foster public-private partnerships, and integrate vocational education into national peacebuilding strategies. As Somalia continues its recovery, SaMTEC’s experience demonstrates the transformative potential of technical education grounded in local realities and sustained by strategic investment.

ABSTRACT Given the comparatively high salaries of professional soccer players during their active athletic careers, investments in education during their career seem to be less prevalent than among other athletes. This exploratory study analyses to what extent professional soccer players participate in vocational training, and what factors influence their cost–benefit assessment of participating in such activities during their athletic career. We conducted semi-structured interviews with 25 German professional soccer players (9 still active, 16 retired). Of these, 18 had competed in the top two leagues, while 7 had played in the 3rd and 4th leagues. The data were interpreted using qualitative content analysis. The results reveal a range of investments by players in education during their careers: from pursuing high-quality education to not investing in further education at all; from low to high opportunity costs of vocational training; from high willingness to take risks to low willingness to take risks. Our findings shed light on the decisions not only specifically among professional soccer players when choosing an education path, but also more broadly among individuals that face high occupational career risks and earn high salaries, to develop approaches for sustainable education planning (e.g. career goal development or guidance on educational pathways).

The article researches the motivational aspects of vocational education for young people, in particular, students of vocational (professional and technical) education institutions, in the light of the transformations of the modern labor market and the growth of requirements for qualified workers. Taking into account the low popularity of vocational education among the younger generation, the author considers motivation not only as a key psychological resource of engagement, but as a dynamic phenomenon that is formed under the influence of personal, social, educational and cultural factors. Special emphasis is placed on the assessment of internal sources of motivation – value orientations, self-esteem, emotional maturity, peer influence and the ability to professional self-determination. Empirical research conducted on the basis of vocational education institutions that train qualified workers in the profession of «Postal Operator» using the T. Ehlers methodology and the «Your Values» test. This allowed the author not only to fix the level of motivation for success and learning, but also to delve deeper into the system of personal beliefs of respondents, in particular in the context of the formation of values, attitude to financial decisions, the influence of advertising on peers. The analytical part of the article reveals the typology of motivational profiles of students, identifies educational barriers and suggests ways to overcome them. The article also summarizes international experience in the field of increasing motivation for vocational education - in particular, the effectiveness of dual learning, gamification, financial support mechanisms, partnership with business and academic mobility programs is analyzed.

Preparing industry-ready graduates: Interplay of lecturer behavior, self-motivation, and soft skill development in vocational education.

ABSTRACT As generative artificial intelligence (Gen AI) rapidly transforms educational practices and reshapes workforce skill demands, vocational education faces unique challenges in adapting to these changes. Understanding vocational teachers’ perceptions and adoption of Gen AI is thus essential for ensuring effective integration of emerging technologies into teaching. The current study explored the factors influencing vocational teachers’ adoption of Gen AI in China, with a focus on disciplinary and regional differences. Structural equation modeling (SEM) was conducted on survey data from 1028 teachers. Results indicated that perceived usefulness, perceived easy of use, social influence, and facilitating conditions significantly shaped behavioral intention and actual usage. Multi-group SEM analysis revealed disciplinary differences: Humanities and Social Sciences teachers were more influenced by social norms, whereas Natural Sciences teachers were more responsive to perceived usefulness and easy of use. No significant regional differences were observed. These findings provide valuable insights for policymakers and institutions aiming to support diverse teacher groups in integrating Gen AI into vocational education.

In recent years, China’s vocational education has entered a new stage of quality improvement and value-added empowerment. Shandong Vocational College of Cultural Industries currently faces practical problems such as misalignment between recognition standards and industry realities, insufficient efficacy of training mechanisms, weak incentives for school–enterprise collaboration, and skewed evaluation and reward orientations. At root, these issues stem from the inherent tension between the stability of education and the rapid iteration of industry, as well as the absence of deep school–enterprise collaboration mechanisms. In response, this paper proposes a systematized “standards–mechanisms–evaluation” triadic pathway, aiming to provide pragmatic, workable solutions for building “dual-qualified” faculty in film and television programs.

The article is devoted to the study of the cluster interaction influence on the professional training quality of modern technology teachers and the identification of opportunities for its improvement. The relevance of the study is determined by the demand for modern competencies of technology teachers who prepare high school students for life challenges. The importance of technology teachers possessing scientific and research and STEM skills, which are necessary for the implementation of the goals of the New Ukrainian School in the technological educational field, is emphasised. The principles of cluster development are analysed, and those that can be combined with the principles of technology teachers’ professional training, taking into account the pedagogical goal, are highlighted. The educational and scientific cluster in the professional training of technology teachers is considered a mechanism for overcoming the inconsistency of traditional training with modern requirements focused on innovation and ensuring synergy between cluster participants. Recommendations are formulated for the development of a methodology for the professional training of technology teachers in the context of an educational and scientific cluster. The innovativeness of the training methodology lies in the use of modern integration mechanisms, such as a research hub, technological laboratories and the presence of a coordinating methodological centre. An example of training future teachers of specialised training (technologies) and vocational training in the conditions of an educational-scientific-production cluster is given.

In Pakistan, mental health disorders constitute an escalating global burden of disease. Under-resourced healthcare systems coupled with recent economic and environmental challenges exacerbate mental health distress and impedes the recovery of those suffering from mental health issues. Psychosocial rehabilitation provides a sustainable pathway to strengthen health systems capacity by focusing on functional recovery and community reintegration. Since 1971, Fountain House has been providing psychosocial rehabilitation to people suffering from mental health issues in Pakistan through its community-based social services. Poverty is both a cause and consequence of mental illness. Akhuwat, a non-profit organization, aims to address this gap by providing interest-free micro loans, vocational training and subsidized health and housing assistance to those deprived of formal financial services. This article explores early outcomes of a collaborative venture between Fountain House and Akhuwat, working at the intersection of poverty and mental health with the combined goal of psychosocial rehabilitation and economic empowerment.

Introduction Previous studies have demonstrated that impulsivity is positively correlated with excessive smartphone use, indicating the involvement of frontal lobe circuits. This study examined excessive smartphone use, impulsivity, and mental wellbeing in patients with acquired brain injury (ABI) before and after occupational rehabilitation treatment, and control participants. Procedure Participants consisted of 44 patients with ABI [10 patients with orbitofrontal syndrome (OFS) and 34 without OFS] and 69 control participants with no history of brain injury. The procedure included a smartphone application that tracked daily smartphone use and frequency of device unlocks, computerized tasks that evaluated impulsive choice (Delay Discounting Task), impulsive action or response inhibition (the ability to stop an already-initiated action—the Go/No-Go task), and questionnaires measuring excessive smartphone use, obsessive–compulsive symptoms [Yale–Brown Obsessive–Compulsive Scale (YBOCS)], impulsivity [Barratt Impulsiveness Scale (BIS-11), which measures non-planning, motor and attention impulsivity], and mental wellbeing [Depression, Anxiety, and Stress Scale (DASS-21), which measures depression, anxiety, and stress]. Data were collected at two time points: baseline (T1) and 5 months later (T2). Results At baseline (T1), patients with ABI and OFS exhibited higher impulsive action, indicated by more commission errors on the Go/No-Go task, excessive smartphone use, and higher ratings of depression compared with control participants. Secondly, patients with ABI without OFS showed higher trait attention-impulsivity ratings compared with control participants. After treatment (T2), patients with ABI showed improved impulsive choice, indicated by improved delay discounting, but no improvement in smartphone use. Discussion Brain injury, particularly in frontal regions, is associated with impulsiveness and excessive smartphone use. Patients with ABI showed an improvement in delay discounting after treatment, which is likely due to occupational therapy and training in control of impulsivity. It is recommended that specific treatment program for excessive smartphone use will be developed for patients with ABI.

Retraction Note: Revolutionizing Vocational Education: Information-Based Instruction and the Knowledge Economy

The objective of this study was to understand the relationship between the professional insertion process and political-pedagogical practice about planning and curricular aspects of school physical education in Juazeiro do Norte, Ceará, Brazil. This is a qualitative and descriptive study. Four teachers and one Physical Education teacher at the beginning of their careers from the respective education network participated and responded to a semi-structured interview. The municipality's curriculum was also analysed. The empirical material was subjected to thematic analysis. The results showed that teachers recognize the importance of the curriculum document produced collectively by educators and the municipal education department, but do not identify its epistemological inconsistencies. In addition, they have time to plan their classes, but this process does not always occur collectively. Specifically, regarding continuing education, although courses are offered, issues inherent to school games have taken up most of the time in these training spaces. It is concluded that the beginning of a teaching career significantly influences elements related to the political-pedagogical practice of physical education teachers at this stage of their profession. Continuing scientific studies focusing on the teaching profession and how educators have approached their introduction to the educational environment are critically needed. Research on the reception of these processes will contribute to the discussion and reflection of municipalities, states, and the federal government, which are responsible for the professional integration of teachers.

Recent studies on teachers’ occupational well-being and motivation strive to integrate different theoretical frameworks to explain the educational outcomes. However, findings regarding the association between teacher motivation and classroom behaviour remain inconclusive and often lack parallel perspectives from both teachers and students, suggesting that the underlying mechanisms of this relationship are still unclear. Accordingly, this study aimed to explore the relationship between motivation for choosing a teaching career and both self- and student-assessed teachers’ work engagement, considering the potential mediating role of teachers’ goal orientations. The sample included 1725 students and their 109 early-career elementary school teachers. A multilevel analysis revealed the significance of specific motives for choosing a teaching career and achievement goals for teachers’ work engagement from both teachers’ and students’ perspectives. These results provide a more nuanced understanding of teachers’ occupational well-being, offering theoretical and practical implications that might be of a particular relevance for early-career teachers.

This study addresses the critical skills gap between Technical and Vocational Education and Training (TVET) systems and industry needs by proposing a conceptual framework for Public-Private Partnerships (PPPs) in TVET. Despite TVET's potential to enhance employability, many systems—particularly in developing economies—struggle with outdated curricula, inadequate infrastructure, and weak industry linkages. Through a mixed-methods approach combining literature review, case studies (e.g., Malaysia’s Penang Skills Development Centre and Bangladesh’s SEIP program), and stakeholder interviews, the study identifies key mechanisms for effective industry–academia collaboration: joint curriculum design, shared infrastructure, faculty exchanges, and standardized apprenticeships. Findings reveal that institutionalized PPPs significantly improve graduate employability (e.g., SEIP’s 70% placement rate) but face challenges like cultural mismatches and funding asymmetries. The proposed framework integrates governance, resource-sharing, and monitoring components to align TVET with labor market demands. Recommendations include policy incentives for private-sector engagement, phased pilot testing, and robust M&E systems. This research contributes a scalable model for bridging the skills gap while emphasizing contextual adaptation for low- and middle-income settings.

Vocational education in Indonesia faces significant challenges in providing practical learning that is safe, contextual, and aligned with the demands of Industry 4.0. In automotive bodywork painting, vocational students often face constraints such as limited practice facilities, exposure to hazardous chemicals, and restricted opportunities for creative exploration. This study addresses those challenges by developing and implementing a Virtual Project-Based Learning (VPjBL) model at SMK PGRI 3 Malang, a partner school of the Teacher Professional Education (PPG) Program at Universitas Negeri Malang. Using a Design and Development Research (DDR) approach, the study involved three main stages: (1) development of a VPjBL model using the V-MIX AutoPaint simulation software, (2) validation by vocational education experts and industry practitioners, and (3) limited implementation at the partner school. A total of 36 students from the Automotive Body Engineering program participated. Data were collected using creativity pretests and posttests, observations, and interviews. Quantitative data were analyzed using N-Gain scores, while qualitative data were analyzed thematically. Results showed moderate improvement in all creativity dimensions.—with an average N-Gain score of 0.52. The VPjBL model enabled digital-based creative exploration, improved students’ digital literacy, and fostered collaborative skills. Theoretically, these findings provide empirical evidence that integrating VR-supported and project-based learning approaches can enhance creativity, digital competence, and engagement in vocational education. Practically, the VPjBL model offers an innovative framework for schools and teachers to implement safe, interactive, and future-oriented automotive learning aligned with Industry 4.0 and electric vehicle technology development.

In this paper, we use forestry education as an example of a place-based and community-based topic to simultaneously teach English language skills, STEM problem solving, and career education in a locally relevant field. Our in-service science teacher professional learning framework uses culturally and linguistically sustaining tools, practices, and model lessons to support teachers working with all students, including those learning English as an additional language. We argue that science teachers must take the initiative to develop key English for Speakers of Other Languages (ESOL) competencies to support their multilingual learners, and that science teaching is well suited to this integration of content-area language instruction. We analyzed weekly teacher logs completed after school-science club meetings, focus group interviews with the teachers, and conducted a mini case study of one club lesson. We found multiple ways in which teachers in our science professional learning project engaged with the topic of forestry to simultaneously teach English language and science content while also strengthening cultural and community connections to science. We conclude that this approach to preparing content-area teachers to see themselves as content-area language teachers is essential for the future of ESOL education.