Search Results for
"Vocational education"

This study aims to explore the impact of Edpuzzle-based learning media on conceptual understanding, learning motivation, and student competence, and their subsequent effects on learning outcomes in vocational education, particularly in the context of basic photography elements. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the relationships among latent variables. The study involved 60 students from SMK Negeri 1 Gunung Talang and SMK Negeri 4 Padang, Sumatera Barat. The results show significant positive impacts of Edpuzzle-based learning media on conceptual understanding (β = 0.482, p < 0.001), learning motivation (β = 0.259, p < 0.01), and student competence (β = 0.394, p < 0.001). Furthermore, conceptual understanding significantly affected learning outcomes (β = 0.398, p < 0.001) and student competence (β = 0.356, p < 0.001). Learning motivation was also found to significantly influence learning outcomes (β = 0.382, p < 0.001) and student competence (β = 0.303, p < 0.01). The findings highlight the potential of Edpuzzle in enhancing both the motivation and competence of students, contributing positively to their learning outcomes. This research offers valuable insights into integrating interactive technology in vocational education, particularly in adapting teaching methods to meet industry demands in the digital era. © 2025, Arts and Science Press Pte. Ltd.. All rights reserved.

This volume contains an Open Access chapter. This volume showcases original research using Big Data to gain fresh insights into how labor markets work, compiled by Solomon Polachek, a pioneer in gender-related labor market research, and Benjamin Elsner, an expert on causal inference and the economics of migration. © 2025 Emerald Publishing Limited

This study develops a scientifically rigorous long-cycle evaluation mechanism grounded in the ‘Three Competencies’ framework (core competency, innovation capability and developmental potential) to systematically assess outstanding technical talents’ professional expertise, innovative capacity and growth trajectory. Through a triphasic evaluation system encompassing short-term skills assessment (professional competence-focused), mid-term innovation appraisal (creativity-oriented) and longitudinal potential monitoring (development trajectory-guided), supplemented by multi-source data integration and dynamic tracking methodologies, we empirically validate the mechanism’s efficacy in vocational education contexts. Findings demonstrate that this framework not only enables precise identification of talent strengths through multidimensional evaluation, but also facilitates pedagogical optimization via continuous feedback loops while amplifying social impact through talent cultivation outcomes. The research contributes both a theoretical model and practical implementation pathways for high-caliber technical talent development, offering substantive policy implications for human capital development in vocational education systems. The proposed mechanism exhibits strong potential for cross-contextual adaptation in competency-based education frameworks. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

In today’s dynamic and evolving job market, vocational education plays a vital role in equipping students with practical skills for successful careers. This study investigates the employment challenges faced by vocational students in China, an issue that has become a significant societal concern amidst the rapid expansion of vocational education in recent years. Despite increased enrollment in vocational colleges, the unemployment rate among graduates continues to rise, largely due to a gap between the soft skills of students and the demands of the labor market. The study’s objectives are twofold: (1) to assess the level of soft skills and work readiness among vocational students in China, and (2) to explore the relationship between soft skills and work readiness. A cross-sectional survey was conducted with 132 respondents, including 56 male and 76 female students across various majors. Statistical package for social sciences SPSS) Version 26 was used for analyzing the mean score, standard deviations and the correlation analysis. The analysis reveals that soft skills among vocational students are generally at a moderate level, with mean scores ranging from 2.53 to 3.32. Furthermore, a significant positive correlation between soft skills and work readiness was found (P < 0.01), suggesting that enhanced soft skills could improve students' preparedness for the workforce. Theoretically, this study contributes to the understanding of the role of soft skills in vocational education and their impact on employability. Practically, the findings suggest that vocational education institutions should prioritize soft skills training in their curricula to better align graduates’ abilities with labor market needs, thus enhancing their employability prospects. These insights offer valuable guidance for policymakers and educators in designing curricula that address the growing demand for soft skills in the modern workplace. © 2025 by author(s). Environment and Social Psychology is published by Arts and Science Press Pte. Ltd.

Governments across the European Union (EU) have pledged a stronger commitment to vocational education and training (VET) in response to economic structural change. But have states actually become more central to skill formation? Using mixed methods, this paper examines whether state involvement in European skill formation systems has increased over the past two decades. Applying seeded Latent Dirichlet Allocation topic modeling to 291 standardized descriptions of VET systems, the study finds that language associated with state involvement grew notably in most EU member states compared to private governance between 2005 and 2022. An in-depth case study of Germany, a least likely case for increased state intervention, confirms these findings qualitatively and explores why governments intervene in VET systems. Drawing on 32 elite interviews, the study highlights how digitalization and climate change imperatives have created a window of opportunity for redefining the role of the state in VET. © 2025 The Author(s). Regulation & Governance published by John Wiley & Sons Australia, Ltd.

Job competition in the era of Industry 4.0 is becoming increasingly intense, driven by the replacement of certain roles with artificial intelligence, automation, and robotics. To remain competitive in this evolving job market, individuals must possess distinguishing qualities, particularly strong soft skills. This systematic literature review analyzes 27 Scopus-indexed articles published between 2019 and 2024 to identify the essential soft skills needed in engineering. The review highlights six emerging soft skills that are critical for success in the engineering field: communication, teamwork, problem-solving, leadership, critical thinking and decision-making, and creativity. The discussion explores the importance of these skills in enhancing employee performance, particularly in mechanical engineering. The findings underscore the need for educational institutions, especially those focused on vocational training, to equip future graduates with soft skills that are aligned with the demands of Industry 4.0. # 2025 TEMPUS Publications.

We examine how the personality trait grit relates to post-compulsory educational choices using survey data linked to register data. Exploiting variation in self-reported grit within a cohort of students finishing compulsory school, we find that higher grit is associated with a higher likelihood of starting a vocational education over general education. This association is robust to cognitive skill measures and other background characteristics. Using novel data on skill requirements of vocational training occupations, we find that grittier vocational education students sort into math-intensive occupations. We find no evidence that grit reduces dropout rates in post-compulsory education. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: financial literacy the ability to manage personal finances is crucial, yet Indonesia’s rate remains low, particularly among vocational high school (SMK) students who struggle with budget control and saving. Conventional teaching methods rarely enlace theory to practice, highlighting the need for innovation Game-Based Learning provides a solution through simulations that let students make financial decisions safely. This study introduces MOMA (Money Management), a digital tool that integrates gamification and experiential learning to strengthen financial knowledge and habits. Method: this study applied a quantitative Pre-Experimental One Group Pretest–Posttest Design involving 632 students from six vocational high schools (SMK) in Yogyakarta province. The independent variable was the learning method (MOMA-based Game-Based Learning compared with conventional methods), while the dependent variable was financial literacy. A pretest measured initial literacy, followed by treatment in experimental classes using MOMA and control classes with traditional methods, and a posttest assessed improvement. Results: the results showed an overview of students’ financial literacy levels based on the analysis of their overall scores. The mean score indicated that most students were at a moderate level of financial literacy, suggesting that they possessed a basic understanding of financial concepts but still lacked depth in certain areas such as investment management and long-term financial planning. The standard deviation value demonstrated a relatively small spread of scores, indicating that most students’ performance was clustered around the mean. This consistency reflects a relatively uniform level of financial literacy across the sample, although variations were still observed among individuals. Conclusions: the MOMA game-based learning approach effectively enhanced students’ financial literacy by providing engaging and interactive learning experiences. © 2025; Los autores.