Search Results for
"Vocational education"

The Cybergogy approach is a teaching and learning methodology that integrates technology and pedagogy to promote critical thinking skills and inventive problem-solving among Technical and vocational education and Training (TVET) learners. This approach leverages the affordances of digital technologies such as virtual reality, simulations, and gamification to create immersive learning experiences that engage learners and promote higher-order thinking skills. The purpose of this study is to determine the relationship between the use of the cybergogy approach and the development of thinking skills and inventive problem-solving skills among the TVET learners and analyze the correlational strength between Thinking skills and Inventive Problem-Solving skills. The study used a quantitative research design, with correlational study, with 164 sample size from TVET learners. The data collected from the study analyzed using descriptive statistics, non-parametric test. The analysis explored the differences in the development of thinking skills and inventive problem-solving skills. The analysis will also examine the learners' perceptions of the effectiveness of the cybergogy approach in promoting these skills. The study findings showed that the Cybergogy approach can be an effective way to promote thinking skills among TVET learners. However, cybergogy approach not effective way to improve problem solving skills. The findings of the study could inform the development of effective teaching strategies that incorporate cybergogy to enhance the learning experience and improve the skills of TVET learners. The study could also contribute to the growing body of knowledge on the use of cybergogy in education. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Employability skills of vocational high school students are needed to prepare for a reliable, professional, and globally competitive world of work. The poor work skills of vocational high school students are influenced by many factors. This study analyzes the research trends and factors that influence vocational high employability. Type of literature study using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Data collection for 2020-2024 Work skills based on a search of Google Scholar, Scopus, Science Direct, and Web of Science databases was conducted from October 25 to 31, 2024. VOSviewer application to analyze research trends. Search using keyword employability skills and vocational high school students. The selection process was conducted by inviting three authors to review articles. If an article does not meet the criteria, the solution is to invite other reviewers or experts to help complete it. Data analysis techniques include an identification stage with records from the database and continued filtering of data that meets the criteria and does not. Filtering stage with feasibility assessment Study Stage in Article Review. The results of the study identified 1016 articles, 311 articles, 39 articles, and 96 factors influencing work skills. Six dominant factors determine work skills: creativity (FI_1), communication skills (FI_2), adaptability (FI_3), problem-solving (FI_4), critical thinking (FI_5), and self-confidence (FI_6). The determining factors of work skills internationally are more dominant in self-confidence, adaptability, and communication skills, while in Indonesia, they are communication skills and creativity. A limitation of the data search process is the use of incomplete keywords. The contribution of this study is that six determining factors were used as considerations for the qualifications of student graduates in contextual and meaningful vocational learning. ©: © 2025 Puji Hartini QA et al.

Employability remains a critical issue for international students in the United Kingdom. This study adopts the Employability Agency Framework proposed by Pham et al. to explore how a group of international students actively exercised their agency to enhance their employability during their Master's studies in the United Kingdom. A post-1992 university, which prioritises vocational training and graduate employability, was selected for the study. Using qualitative interview data from four academics and 14 international students from a programme in educational studies, this research explores the ways international students conceptualise employability, the strategies they employ to enhance their job prospects and the systemic barriers they encounter. Findings reveal that although the participants actively developed their transferable skills, adaptability and resilience, there are systemic barriers that reduce their opportunities for employment. The identified barriers include restrictive visa policies, information asymmetry, occupational downgrading, employer discrimination and low-quality careers support provided by the host university. There was a view among participants that ethnic resources and social networks could facilitate their access to jobs in the United Kingdom. This study suggests that improving international student employability requires a multi-faceted approach. Universities need to provide international students with tailored careers support and clear guidance on UK work requirements, and to foster stronger partnerships with employers. Policymakers need to make visa policy less hostile to international students in order to create an inclusive labour market. © 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

This paper explores the role of Technical and vocational education & Training (TVET) relative to academic education in the transition of youths to the labor market in Kenya. Kenya’s education system has experienced tremendous changes and diversification over the years, from replacing the old curriculum with the 8-4-4 system, and later transitioning to a competency-based curriculum, not to mention an overhaul of TVET via the Technical and vocational education and Training Act No. 29 of 2013. Due to these reforms, enrolment in TVET institutions has progressed upward over the past five years. The growth of the TVET sector has been promoted to help curb the rising rates of youth unemployment, but the evidence of the effectiveness of reforms to date has been sparse. The study provides evidence on two issues: (i) the effect of TVET on youth employment relative to academic education and (ii) the structure and status of the TVET sector in Kenya. We used quantitative and qualitative methodologies to generate the evidence. Findings demonstrate that youth with a TVET background have strong prospects of securing employment than those without TVET skills. However, the data from KIIs reveal gaps in the TVET sector that hinder graduates from competing effectively with their university counterparts in the labor market. The study recommends a review of the curriculum to promote holistic TVET training and match it with current technological innovations. ©: © 2025 Mujuri B and Kathomi I.