Vocational Education Students Research Articles

Emotional intelligence in young emerging adults: A focus on Wong and Law's scale in the digital work sphere

Despite the growing research on the usefulness and validity of the four-factor Wong and Law Emotional Intelligence Scale (WLEIS), empirical evidence for its relevance to Black African young emerging adults seems non-existent. The study's objective was to assess the relevance of the original WLEIS factor structure for a sample (N = 365) of South African Technical and Vocational Education and Training (TVET) final year students (mean age = 24.3 years; SD = 2.38). Exploratory and confirmatory factor analyses, and convergent and discriminant validity tests revealed a three-factor first-order structure with uniquely descriptive items characteristic of the sample's emotional intelligence. The findings contribute to the WLEIS measurement of emotional intelligence in young emerging adults who are preparing to enter the digital-age work world.

Research on The Management Mode of Vocational Education Students Based on The Internet

With the advent of the era of “Internet+ education,” the management mode of vocational education is facing enormous challenges, and the problems of traditional classroom management and student management are becoming more obvious. This paper analyzes the practical significance, opportunities, and challenges of the Internet in the management of vocational education, and finds that only by updating and improving the management model of vocational education can we cultivate socially applicable and practical high-tech skilled talents. Therefore, it is important to establish an information platform and practice refined management, adhering to the student-oriented concept of humanized education management. The management team can also be upgraded to improve management efficiency. We should pay attention to social practice and strengthen our internal management, develop electronic archives for tracking growth, and give full play to the potential of the network to implement democratic management. In this paper, the use of network tools to strengthen the communication between homes and schools, and the other six aspects of the “Internet+ vocational education management mode” are explored.

How Does the Quality of Education Affect the Employment Quality of Secondary Vocational School Graduates?

Secondary education is an important stage for individuals to acquire the skills needed in the labor market. In recent years, the trend of pursuing higher education after secondary vocational education has weakened the relationship between the two. As an important stage for the cultivation of skills among secondary vocational education students, the influence of secondary education on the employment quality of secondary vocational school graduates has not received sufficient attention. An analysis of a sample survey of graduates from 10 schools participating in the Winning the Future Phase II project in 2023 found that cognitive abilities, non-cognitive abilities, and skills all promote high-quality employment for secondary vocational school graduates to varying degrees. Further analysis indicates that students with excellent academic performance and personality traits such as openness, extroversion, and agreeableness are more likely to achieve high job satisfaction, while skill certificates and general skills help secondary vocational school graduates obtain jobs matching their qualifications. Future development in vocational education should focus on the influence of secondary education on secondary vocational school students to help graduates achieve high-quality employment.

How authentic are assessments in vocational education? An analysis from Chilean teachers, students, and examinations

Authentic assessment promotes professional skills, bridging the gap between academic knowledge and real-world scenarios. Given the challenges faced by vocational education in Chile, there is a keen interest in assessment methods within both secondary schools and higher education institutions. A non-experimental quantitative design was employed. The methodological approach used was a cross-sectional survey. The study's sample included 244 students, 37 teachers, and a compilation of 905 questions sourced from written examinations. The findings reveal certain disparities in perspectives between teachers, students, and the examinations reviewed. On one hand, secondary vocational education teachers perceive the quality of assessments to exceed those of their counterparts in higher vocational education. Conversely, students in higher vocational education express a heightened sense of depth and engagement in their learning compared to their secondary vocational education peers. Upon examination of the assessments, it becomes evident that while written examinations are more prevalent in secondary vocational schools, these often involve open-ended and analytical inquiries. In contrast, higher vocational education institutions predominantly rely on closed-response questions that lean toward rote memorization. However, when these questions are open-ended, they are more oriented toward the transfer of knowledge compared to the secondary vocational education level. The level of realism is more pronounced in higher vocational education than in secondary vocational education. Both educational tiers exhibit gaps in attaining the principles of authentic assessment.

A holistic student-centred guidance framework supports Finnish vocational education and training students in building competence identity

This study deals with competence-based and student-centered Finnish initial vocational education and training (IVET). The main research question is how holistic guidance supports the building of the student’s competence identity in Finnish IVET. The holistic guidance in competence- and work-based vocational education and training is formally implemented when a personal competence development plan (PCDP) is drawn up for each student and informally in various interaction situations in studies, work, and leisure time. The guidance actors supported student’s personal growth, guided learning and provided career guidance. For this study, interviews were carried out with IVET students (n=15) and IVET teachers (n=29). The analysis carried out combined data-based and abductive qualitative content analysis methods. In the analysis results, the different guidance actors were organised into the following five levels of guidance: 1) IVET teachers, tutors, and workplace instructors, 2) IVET study counsellors and special needs teachers, 3) student welfare personnel, 4) leisure time actors and hobby instructors, and 5) employment specialists. Based on the results, a framework was designed for holistic student-centred guidance in Finnish IVET. This framework describes how active student agency and multidisciplinary guidance work can support the building and updating of the student’s competence identity. This study revealed that guidance processes are complex and highlights that many actors are, not only guidance specialists, needed to fulfil the task.

Literature Review on Teaching Strategies and Motivation of English Teachers in Higher Vocational Colleges in China

Within the educational setting of Chinese society, the study of teaching strategies holds a prominent position, capturing considerable scholarly interest, particularly in the setting of higher vocational education. Despite the attention devoted to teaching strategies, there exists a noticeable gap in understanding the motivation of teachers to employ these strategies and the factors influencing their choices, especially within the context of higher vocational education. Furthermore, insufficient research has been conducted on the distinctive characteristics of higher vocational education students and the backgrounds of teachers in higher vocational colleges. This paper aims to address these gaps by conducting a thorough review of existing literature on English teachers’ teaching motivation and the influencing factors in higher vocational colleges. Through the synthesis of relevant literature, the study seeks to shed light on the research deficiencies and the significance of exploring the motivation behind teaching strategies in higher vocational education settings. By bridging these gaps, the research contributes valuable insights that can inform educational practices and policy development in the dynamic landscape of higher vocational education in China. The outcomes of this study hold the potential to reshape educational paradigms and enhance the effectiveness of pedagogical approaches in higher vocational institutions, fostering a more enriching learning environment for both educators and students alike.

A New Perspective on Education in Secondary Vocational Education in the Aspect of Business-Oriented Direction

Introduction. The article is devoted to the problems of education in modern vocational education: realization of business-oriented management of studentsʼ education and its methodological support. The aim of the work is to consider the education in secondary vocational education from the theoretical and practical side in the aspect of business-oriented direction, to identify the characteristic features of methodological support of business education. Мethods. The research uses a set of empirical and theoretical methods, including the analysis of literary sources, analysis and synthesis, classification and systematization, theoretical modeling. Results. The article presents semantic accents of business-oriented direction of education, formulates the working concept of “business educationˮ. The activity of a teacher of a professional educational organization based on the solution of practical tasks related to the implementation of business-oriented direction of education of students of secondary vocational education is analyzed. The process of methodical support of teachers in the implementation of business education in accordance with strategic documents, legislation on education and federal state educational standards is described, the experience of organizational and methodical activity of Kamyshinsky Polytechnic College is presented. Conclusion. The authors characterized the didactic advantages and peculiarities of providing organizational and methodological support of business education. Effective forms of methodological support for the implementation of business education are proposed.

Factors sustaining legitimacy of smoking in Vocational Education and Training (VET) schools: a qualitative needs assessment

BackgroundMost adult smokers started smoking in their teenage years, which increases the risk of nicotine dependence. In Denmark, there is a high prevalence of youth smoking among students in Vocational Education and Training (VET). However, reducing and preventing smoking in this group is a major challenge. This article presents a needs assessment aimed to explore factors sustaining legitimacy of smoking in VET schools and consider the measures needed to prepare VET schools’ implementation of smoking reduction and prevention interventions.MethodsParticipant observations were conducted in four VET classes representing three VET schools in Denmark with a duration of four days each. Individual, semi-structured interviews were conducted with teachers, managers, and a student advisor, as well as four focus groups with a total of 20 students. Interviews were audio-taped, transcribed, and the data material was analyzed following Malterud’s systematic text condensation.FindingsFactors that helped sustain legitimacy of smoking in VET schools included a positive and normalized attitude towards smoking at home and among friends, an understanding of smoking as an integral and expected practice in VET professions and schools, a perceived reliance on smoking as an icebreaker in new social relations and as a pedagogical tool, and smoking as a habit and a means to deal with boredom and stress relief.ConclusionsThe factors sustaining legitimacy of smoking in VET schools are reciprocal and call for smoking reduction and prevention intervention efforts which consider and address social influence, habitual behavior, and psychological needs, as well as changes at the policy level.

일반고 학생의 직업위탁교육 경험에 대한 내러티브 분석

The purpose of this study is to understand in-depth the context of the situation and the subjective meaning composition in the selection of vocational consignment education, the life process, and the process of returning to school and adaptation after the interruption, focusing on the experience story that constitutes the personal and social life of students who experience vocational consignment education in general high schools. Therefore, this study examined the selection and life process of vocational consignment education and the process of returning to school and adaptation after the interruption of consignment education by using narrative analysis method for the stories directly dictated by students of vocational consignment education in general high schools. The results of this study are as follows: First, the choice of vocational consignment education for general high schools considers one's aptitude and talent, and the interaction with the surrounding people and the composition of one's meaning play a very important role in the difference of the choice decision. Next, in the career consignment education life of general high schools, it was found that there was a great psychological and emotional reward that strengthened career awareness by having a sense of accomplishment or confidence due to the pride of preparing for the desired job in accordance with the aptitude and talent of the students, the support of the teacher, and the learning success experience coming from the consignment curriculum. However, there was a case where students in the consignment educational institution did not form a sense of identity or belonging properly. In addition, psychological and cultural factors such as the burden and difficulty of acquiring practical training and certification, the sense of heterogeneity felt in the collective culture among the consignment education students, the difficulties in communication and exchanges with the consignment education participants, and the reconsideration of their interests and interests through consignment education and the turning of their career goals to college were the complex factors that determined their return to school after the interruption of consignment education.

Педагогическая технология обучения как помощь профессиональному самоопределению студентов-медиков 2 курса средне профессионального образования

Medical profession two-year training within the framework of secondary vocational education presupposes effective organization of educational activity. The article delves into the results of pedagogical technology of teaching professional communication to 2nd year medical students of secondary vocational education, taking into account the difficulties of their professional development revealed in the study of 2021–2022. The aim of the work is to describe the formation of students’ professional communication skills in the process of solving the contradiction between the level of their communicative competence and the requirement of the profession-al community. Cultural-historical theory of L.S. Vygotsky and his theoretical concept of the sensory period of development are the methodological approach of the study, based on which the authors investigate the profes-sional self-determination of medical students. By analyzing the results of the article the difficulties of training were highlighted: communicative incompetence in professional communication, lack of confidence in meeting the requirements of medical institutions. Thus, the pedagogical technology aims to solve these difficulties by supporting the conditions for students to discuss the results of their learning activities.

ANALISIS VALIDITAS PENGEMBANGAN MODUL PEMBELAJARAN PENGELASAN SMAW BERBASIS PROYEK (PROJECT BASED LEARNING)

A teaching module is a set of tools, media, methods, instructions and learning guidelines that are prepared and planned to suit the student's development phase. The following research aims to examine the feasibility of a product from developing a project-based SMAW Welding Module (PjBl) for Mechanical Engineering Vocational Education students, Faculty of Teacher Training and Education, Sultan Ageng Tirtayasa University. This research was carried out using a quantitative approach. The following research is part of research and development using the Borg and Gall method, namely Develop Preliminary Form of Product Testing using the Expert Judgment validity test. The research results were analyzed descriptively quantitatively. The research results showed that the feasibility of the module content reached 87% in the very good and very feasible category, the feasibility of the learning presentation reached 92% in the very good and very appropriate category, the appropriateness of the language reached 89% and was in the very good and very feasible category and finally based on feasibility. Graphics reached 93% so it is included in the very good and very worthy category. Overall, the conclusion is drawn that the validity of the Project-based SMAW Welding Module (PjBl) is in the very good and very feasible category and can be continued to the Preliminary Field Testing stage.

Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students

Vocational Education and Training (VET) studies aim to improve students’ skills to carve their niche in the labour market. Speaking different languages, showing teamwork skills and creativity are among the skills most in demand by employers. Thus, understanding students’ motivation and their perception of their teamwork skills and creativity level may help to identify their weaknesses and strengths and to develop educational programs adapted to the current demands. This research was conducted with 596 students of higher-level and intermediate Vocational Education who answered an online questionnaire in class. The answers were analysed to seek the link between the students’ motivation, their manifested teamwork skills, and their perceived level of creativity. The results confirmed the positive correlation between the three of them. However, and despite the positive results, further empirical research is needed, especially to understand how motivation, soft skills and creativity develop and what kind of initiatives have an impact on these variables.

Nomophobia and Alcohol, Tobacco, and Cannabis Consumption in Adolescents in Galicia.

This study aimed at exploring the association of nomophobia with alcohol, tobacco, and/or cannabis consumption among high school students. We carried out a cross-sectional study among high school and vocational training students in Galicia, Northwest Spain (N = 3,100). Collected data included nomophobia, sociodemographic variables, and alcohol, tobacco, and cannabis consumption. Nomophobia was measured using the validated Nomophobia Questionnaire. Adjusted odds ratios (ORs) and their 95 percent confidence intervals (CIs) were estimated using generalized linear mixed models. More than a quarter of the adolescents (27.7 percent) had nomophobia. We found an association between nomophobia and a high level of tobacco smoking in the last month in boys (OR = 2.16; 95 percent CI: 1.55-3.03). Nomophobia was also associated with higher odds of binge drinking in both genders (girls: OR = 1.86; 95 percent CI: 1.61-3.52; boys: OR = 2.29; 95 percent CI: 1.68-3.13) and with cannabis consumption in boys (OR = 1.74; 95 percent CI: 1.07-2.81). Our findings highlight the importance of a comprehensive investigation of the factors underlying alcohol, tobacco, and cannabis consumption in the adolescent population.

A Study on the Influence of Value-added Evaluation of Vocational Education Students on Teaching Quality

This paper aims to delve into the influence of value-added evaluation of vocational education students on teaching quality, with a focus on the importance of vocational education in nurturing skilled professionals. It systematically explores the design of indicators for value-added evaluation of students in vocational education. The emphasis is that how the results of student value-added evaluation can drive improvements in teaching quality. Three key recommendations are provided, including continuous improvement of teaching methods, personalized instruction and student support, and the establishment of a positive teaching culture and learning community. These recommendations aim to help schools and educators better understand student needs, optimize teaching strategies, and enhance overall teaching quality. In summary, this paper provides practical guidance and strategic recommendations for enhancing teaching quality through in-depth research on the theory and practice of value-added evaluation of students in vocational education.

Development of an Online Project-Based Learning Assessment Instrument for Vocational Education Students

Objectives from the study This is an instrument for reliable online project-based learning assessment for vocational education students. Study This uses 10 procedures for the non-ttest instrument developed by Mardapi. The population study covers the whole Electrical Engineering Education student’s year at the First Faculty of Engineering, Universitas Negeri Padang. The sample consists of the 250 students selected through two stages: the trial stage, which uses the cluster random sampling method, and the stage measurement, which uses the simple random sampling method. Data analysis was performed using validity tests using the Aiken index as well as validity and reliability tests. Findings study These are (1) instruments. The assessment of project-based learning online consists of 30 valid and reliable items, so it can be used by lecturers. (2) Ability to measure cognitive, affective, and psychomotor skills in the learning process Cognitive, affective, and psychomotor vocational education students tend Good.

Interrelation of career orientations, life strivings and values of students of secondary vocational education

Introduction. Value and motivational guidelines play an important role in shaping students» career self-determination. Currently, significant changes are taking place in the value orientations and motives of young people. That is why the study of the relationship between value-motivational characteristics and career orientations becomes especially relevant.Purpose setting. The task is to identify the relationship between career orientations, life aspirations (motives) and values of students of secondary vocational education.Methodology and methods of the study. To achieve this goal, the «Career Anchors» technique (developed by E. Schein), the «Aspiration Index» technique (developed by E. Deci and R. Ryan) and the value orientation technique (developed by S. Schwartz) were used. Students from Krasnoyarsk institutions of secondary vocational education took part in the study as respondents.Results. The results showed that the most significant career orientations for respondents were «Autonomy», «Lifestyle Integration» and «Service». Among less pronounced career orientations, young people consider «Stability of place of residence and work». Young people are dominated by internal aspirations (motives) related to relationships, health and personal growth. The values of hedonism, independence and achievement are of great importance to respondents. Students ranked the following values as less important: conformity, power and tradition.Conclusion. As a result of the study, the leading career orientations, main life aspirations (motives) and the most significant values for students of secondary vocational education were identified. Significant relationships between these characteristics were also identified.

Application of mathematical modeling in analyzing and optimizing English teaching methods in vocational education

Abstract In the era of big data, mathematical and scientific methods significantly contribute to educational reform, continuously revitalizing precision teaching. In this paper, we use the new Hawkes process to collect and vectorize data on how students learn. Then, we use the unique thermal coding method to combine the behavioral feature vector with the teaching feature vector. Finally, we classify the data and use the softmax function to predict the learning effect. Based on the prediction results, a mathematical model for precise teaching optimization of vocational education English has been established, and the decision function is used to solve the problem and optimize teaching methods. It was found that all the indicators of learning behavior characteristics of students in the experimental class applying the teaching method optimization model were significantly improved, and there was a significant difference at the level of 0.05 (P = 0.000<0.05). Furthermore, the students in the experimental class achieved higher academic performance in vocational education English than those in the control class under traditional teaching. This paper provides a scientific basis for teaching English to students in vocational education and provides methodological references and ideas for unfolding individualized and precise learning in classroom teaching.

Взаимосвязь самооценки языковых способностей учащихся российских школ и заведений среднего профессионального образования и оценки эмпатии учителей иностранного языка

As pedagogical practice shows, the key to the successful work of foreign language teachers is the emotional involvement of the teacher in the pedagogical process and the developed skills of empathy in their work. The present work is devoted to the study of this relationship observed in the pedagogical process. The purpose is to study the relationship between the self-assessment of the language abilities of students of Russian schools and institutions of secondary vocational education and the assessment of empathy of foreign language teachers. The study used: the author's 15-point “Questionnaire of language abilities”, an abbreviated 8-point modified method measuring the level of empathy - the questionnaire “Scale of empathy of teachers” (Ks. Wang) adapted by A. V. Chagina and E. V. Zabelina. 246 people took part in the online survey, mainly high school students and vocational education students (from 14 to 18 years old) living in Kostroma (41,1 %) and in other regions of the Russian Federation (58,9 %). The results of the survey showed that the higher one's own abilities and interest in the English language are assessed, the stronger a teenager feels teacher empathy, more acutely perceives the joy or sadness of a teacher, and reacts more subtly to his direct attitude to the audience as a whole and to himself individually. The extracorporeal factor analysis showed the division of the structure into 3 factors: “beyond the school textbook”, “linguistic excitement”, “linguistic flair”. The direct significant relationship between the self-assessment of language abilities of high school students and the perception of empathy of teachers, confirmed as a result of this study, convinces of the importance of developing empathy as a professional quality of foreign language teachers.

Integration of Mobile Augmented Reality Applications for Engineering Mechanics Learning with Interacting 3D Objects in Engineering Education

The development of Augmented Reality (AR) technology has proliferated in the educational arena. The results of subjective observations of engineering mechanics learning show the decline in student interest and understanding caused by conventional teaching methods, which are the biggest obstacles in the learning process, thus impacting students’ cognitive abilities. This study develops AR as an instructional media for engineering mechanics using the Analyse, State, Select, Utilise, Require, and Evaluate (ASSURE) instructional design model with an R&D approach. This study used performance assessment instruments, questionnaires, and interviews with students and lecturers as the primary data. The subjects of this study were 103 students of Mechanical Engineering Vocational Education at Universitas Negeri Padang in the 2020–2021 academic year. The results showed that the use of AR-based learning media had a positive impact on students’ understanding of basic concepts and skills. In addition, AR media support independent learning and provide direct feedback to students. The acquisition of validation results from material experts is 88.48% (very valid), media experts of 89.26% (very valid), and linguists of 87.41% (very valid). The average practicality test results from the lecturer’s responses were 89.70% (very practical) and 81.63% (practical) student responses. In conclusion, the results of developing mobile AR applications that are declared valid and practical can provide a more interactive and exciting learning experience for students to increase their interest and understanding of learning. Therefore, mobile AR is an exciting option for further integrating engineering education into higher education.

From Being Amotivated to Motivated: Evidence of the Efficacy of Problem-Based Learning in Practical Skills Training

The investigation of the degree of amotivation and subsequent intervention towards the motivation of undergraduate vocational and technical education (VTE) students has not received the same amount of attention as other disciplines. Despite the negative impact of a lack of volitional drive on students' practical skills learning, there is scarcity of literature on amotivation among VTE undergraduate students. This study aimed to demonstrate the effectiveness of problem-based learning (PBL) in transitioning undergraduate students from a state of being amotivated to motivated. The study utilized a quasi-experimental research design and selected 168 students in their penultimate and final years majoring in agricultural education, business education, computer education, home economics, and industrial technical education who met the study's inclusion criteria. The intervention consisted of eight weeks of treatment and four weeks of follow-up meetings. An existing academic motivation scale was adapted for use, and data was collected through a self-report questionnaire. Data analysis was conducted using independent sample t-tests, and paired sample t-tests. The findings revealed that the level of amotivation among the students was high, and PBL had a significant impact on transitioning VTE students from being amotivated to motivated in the treatment group compared to those in the control group. Furthermore, the positive gains were maintained by the treatment group at follow-up. The study suggests that a PBL program can effectively address students' lack of volitional drive to engage in academic activities among undergraduate students majoring in agricultural education, business education, computer education, home economics, and industrial technical in Nigeria.