Developing and Validating the Contextual Technology Andragogy/Pedagogy Entrepreneurship Work Content Knowledge Model: A Framework for Vocational Education

Abstract

Purpose: The present study aimed to integrate artificial intelligence technology (ChatGPT) with an in-depth literature review to explore knowledge dimensions of professional teaching and information and communication technology (ICT) integration models in TVET, and utilize the Delphi technique and ChatGPT to examine, enhance, and validate a newly proposed model for professional teaching and ICT integration in TVET.Methods: Three rounds of the Delphi technique were applied to develop and validate this new model. Artificial intelligence tool (ChatGPT) with an in-depth literature review were used to explore knowledge dimensions for TVET education. In Round 1, ChatGPT was used to transform the technological pedagogical content knowledge (CK) model for TVET instruction. A new suggested model was developed called the contextual technology andrology/pedagogy entrepreneurship work CK (CTA/PEWCK) model. Ten experts from the TVET sector participated in Round 2, and 39 participated in Round 3 to validate the new suggested model.Findings: The findings revealed that the fifteen knowledge dimensions extracted from this new suggested model presented essential knowledge for TVET education.Conclusion: Applying the CTA/PEWCK model offers professional development opportunities for TVET teachers that focus on hands-on experiences to develop competencies for sustainable development (ESD), enabling an integrated approach to knowledge dimensions, procedures, and attitude. © 1963-2012 IEEE.

Keywords

Author Keywords

Artificial intelligence contextual technology andrology/pedagogy entrepreneurship work content knowledge (CTA/PEWCK) model Delphi technique technological pedagogical content knowledge (TPACK) model TWOCK model

Index Keywords

Apprentices Delphi Technique Economic and social effects Technological pedagogical content knowledge Content knowledge Contextual technology andrology/pedagogy entrepreneurship work content knowledge model Information and Communication Technologies Knowledge model Literature reviews Pedagogical content knowledge models Technological pedagogical content knowledge model TWOCK model

Author Affiliations

Department of Technology Education, Palestine Technical University - Kadoorie, Tulkarm, Palestine

Funding & Acknowledgements

No funding information

References 10 References

1 Hassan, Rana Hammad, ICT Enabled TVET Education: A Systematic Literature Review, IEEE Access, 9, pp. 81624-81650, (2021)

2 Dwayi, Valindawo Valile M., Empowering teachers in TVET colleges-foregrounding the pedagogy of ICTs by means of a professional excellence programme, Proceedings of the International Conference on e-Learning, ICEL, 2015-January, pp. 91-99, (2015)

3 Technical and Vocational Education and Training, (2015)

4 Promoting Quality in Tvet Using Technology A Practical Guide, (2020)

5 Diao, Junfeng, Multiple-role perspective on assessing teaching ability: reframing TVET teachers’ competency in the information age, Journal of Educational Technology Development and Exchange, 14, 1, pp. 57-77, (2021)

6 Istiningsih, Istiningsih, Impact of ICT Integration on the Development of Vocational High School Teacher TPACK in the Digital Age 4.0, World Journal on Educational Technology: Current Issues, 14, 1, pp. 103-116, (2022)

7 Hung Educ Res J, (2022)

8 Rahmawati, Anis, Vocational teachers' perspective toward Technological Pedagogical Vocational Knowledge, Open Engineering, 11, 1, pp. 390-400, (2021)

9 Torggler, Carmen, From TPACK to N-TPACK Framework for Vocational Education and Training With a Focus on Nutritional Science and Home Economics, International Journal for Research in Vocational Education and Training, 10, 2, pp. 168-190, (2023)

10 Journal of Education, (2013)

Developing and Validating the Contextual Technology Andragogy/Pedagogy Entrepreneurship Work Content Knowledge Model: A Framework for Vocational Education

How to Cite