This study addresses a critical gap in identifying the training needs of vocational education teachers implementing Jordan’s Business and Technology Education Council (BTEC) curriculum, an internationally recognized framework designed to align pedagogical practices with labor market demands. The research aimed to assess training priorities across three core domains: Pedagogical Knowledge, Administrative Competence, and Skills & Abilities, while also examining potential demographic influences. Employing a descriptive survey design, the study utilized a 48-item questionnaire developed through expert review, pilot testing, and reliability validation (Cronbach’s α = 0.89). Data from 298 vocational teachers, selected via stratified random sampling, revealed uniformly high training needs (overall mean = 3.73), with Administrative Competence specifically audit adherence, occupational safety, and curriculum fidelity emerging as the highest priority (mean = 4.03). ANOVA results showed no statistically significant differences in training needs based on gender, qualifications, experience, or specialization (F [3,294] = 1.12, p > 0.05), indicating that these needs are systemic rather than group specific. The findings underscore the necessity of comprehensive professional development programs that target high-priority areas, particularly administrative and pedagogical competencies. Policy implications include revising national training frameworks, embedding context-specific modules into teacher preparation, and strengthening curriculum guidance on audit procedures and safety protocols. By systematically addressing these gaps, Jordan can enhance the quality of its vocational education system and better prepare students for workforce integration, offering a scalable model for competency-based education reform in similar global contexts. This research contributes actionable insights for educators, policymakers, and curriculum designers seeking to bridge the theory–practice divide in vocational education. © Authors.
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