Search Results for
"Vocational education"

Using the social cognitive theory, this study examines the mediation role of 21st-century competencies in the relationship between student internship sxperience and employability of vocational students and the role of moderation of psychological capital on the relationship between SIE and 21stCE. This study aims to analyse the employability of vocational students through internship experience and 21st century competencies through a moderated mediation model. This study collected data through a direct survey of 266 vocational students in Aceh Province. SPSS V.25 and SmartPLS 4.1.0.3 are used to test the proposed hypothesis. The findings revealed that SIE positively increased EVS through the 21stCE. Further research shows that the effect of SIE on 21stCE is more significant for students with high PsyCap than for low PsyCap. This study expands the existing literature on the relationship between SIE and EVS by integrating SCT from the perspective of vocational education. These findings offer valuable insights and guidance for policymakers for education management regarding how and when SIE leads to better EVS among vocational students. This is one of the pioneering empirical studies highlighting SIE’s importance to EVS among vocational students in the developing Aceh Province in Southeast Asia. In addition, the study confirms that 21st-century competencies play an essential role in explaining how SIE drives EVS. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Australia’s system of vocational education qualifications, based on competency-based training, has delivered significant benefits to millions of Australians over recent decades. However, the dynamic nature of the economy and the nature of work requires a more agile system, shifting from binary compliance with sometimes rigid Standards for Registered Training Organisations and the qualifications they deliver to a space where training providers can innovate to respond to industry needs and learner requirements. A key recommendation of the Australian Universities Accord Final Report and NSW VET Review is delegating accreditation to select TAFEs and enabling some TAFEs to self-accredit certain higher education courses. These measures aim to streamline accreditation and improve integration between vocational education and Training and Higher education. TAFE NSW is trialling Self-Accrediting Authority in VET operations, mirroring existing Higher education governance processes. This article outlines TAFE NSW’s education model for Higher Apprenticeships and efforts to respond innovatively to industry. © 2025 Association for Tertiary education Management.

This study conducts a bibliometric analysis of recent trends and emerging topics in the application of Artificial Intelligence (AI) in vocational education. AI technology holds significant potential to enhance accessibility, inclusivity, and equity in quality education. The research utilizes the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to analyze publications from articles and conference papers published in the Scopus database between 2014 and 2023. The key findings indicate that AI is reshaping vocational education by personalizing learning experiences, improving curriculum development, and enhancing practical training through automation and robotics, particularly in the manufacturing and logistics sectors. Ethical issues, such as privacy and algorithmic bias, are also highlighted as key concerns. The bibliometric analysis reveals that journal articles have a higher citation count than conference papers, reflecting their greater influence in the field. Network visualization demonstrates the interconnection between AI, vocational education, and related concepts, such as e-learning and machine learning. Furthermore, AI contributes to the achievement of the United Nations Sustainable Development Goals (SDGs) 2030, particularly SDG 4 (quality education access), SDG 8 (decent work and economic growth), and SDG 9 (industry, innovation, and infrastructure). The study also identifies challenges that need to be addressed, including data privacy, infrastructure readiness, and teacher training, while providing guidance for future research and educational policy development. © 2025 The Authors

Literature reviews related to learning media are important in determining the reference of innovation and sustainable research. This study describes the types of learning media innovations that already exist, the problems faced, and the development model applied in developing engineering drawing learning media innovations in vocational High Schools (VHS) as engineering education at the high school level. A systematic literature review of scientific articles published between 2020 and 2024. The results of this study reveal that most learning media innovations focus on developing learning materials and techniques, while fewer innovations develop the learning environment. The problems behind the existing innovations are mainly caused by difficulty in understanding engineering drawing materials, especially orthographic projections, less innovative teachers, and learning resources that are still conventional and non-standard. Research and development of engineering drawings is generally carried out using the 4D, ADDIE, Borg & Gall models. Evidence from these studies suggests that future engineering drawing teaching and learning should be conducted with a real-world approach by presenting the shape of the components or mechanical parts. One of the most plausible research agendas is to develop learning media using 3D print technology for component modeling or tangible forms to support the learning process. It goes beyond vocational education. However, it can also apply to engineering education for pre-service teachers, technical training, and university engineering education. Engineering drawing is a mandatory subject, a fundamental knowledge and skill that students must learn. © 2025 TEMPUS Publications.

Purpose: This study examined how vocational education and training (VET) students' satisfaction of basic psychological needs in VET learning environments, namely autonomy, competence, and relatedness, is related to their burnout and intention to leave VET. Self-Determination Theory was employed in the study. The aim of the study was to contribute to the existing body of empirical knowledge on basic psychological needs in educational contexts, with a particular focus on their role in negative processes. The findings may assist in evaluating the potential of basic psychological needs support in enhancing student motivation and well-being in VET learning environments. Methods: Cross-sectional online survey data were collected in 2023 from 255 students at a large vocational institution in Finland. The questionnaire included the following factors from three validated scales: Basic Psychological Need Satisfaction - Work Domain (BPNS-WD; "autonomy", "competence", "relatedness"), School Burnout Inventory (SBI; "exhaustion", "cynicism"), and dropout intentions. Data were analysed in R using correlation analysis, confirmatory factor analysis, and structural equation modeling. Results: The results indicated that the factors of basic psychological needs were negatively associated with the two burnout factors and the factor of dropout intentions, confirming our hypotheses. However, the hypotheses were only partially confirmed as not all associations reached statistical significance. Contrary to our hypothesis, relatedness satisfaction was positively related to burnout cynicism, although the relationship was not statistically significant. Conclusions: The findings suggest that supporting the basic psychological needs of VET students may reduce school burnout and the intention to drop out of school. Nevertheless, further research is required at the institutional and workplace levels to investigate the potential influence of perceived social relatedness on the development of burnout cynicism, and vice versa. Furthermore, the results indicated that female students, as well as those with older age or less work experience, experienced more burnout exhaustion than other respondents. A more comprehensive analysis is needed to gain better understanding of the factors that increase exhaustion within these groups of students. © 2025 European Research Network vocational education and Training. All rights reserved.

The article substantiates the important role of developing skills in constructing mathematical models of systems and processes, as well as the use of innovative computational methods that are effective in modern scientific research. Using simple examples, the authors introduce readers to the methodology of teaching the topics “New Information Operators” and “Innovative Methods of Numerical Integration”, in particular in the courses “Mathematical, Physical and Information Foundations of Industry Knowledge” and “Innovative Methods of Digitalisation of the Professional Field”. The above-mentioned educational components are studied at the Ukrainian Engineering and Pedagogical Academy in the speciality ‘‘vocational education (By specialisation)”. The value of these innovations lies in the fact that students get acquainted with new information operators in practice. New information operators are built depending on the type of experimental data. Currently, modern engineers use digital images, tomograms, integrals along given lines, values of functions on lines or planes, etc. as data on the technical process. Modern advances in mathematical modelling allow us to build new algorithms taking into account different types of experimental data. The article presents an algorithm for recovering a function of two variables on four or three lines, as well as on a system of mutually perpendicular lines in the computer algebra system MathCad. In addition, a cubature formula for the approximate calculation of the double integral is presented, which is effective in terms of using the input information to achieve a given accuracy. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Purpose: In the evolving landscape of the 21st century, characterized by dynamic global challenges such as health crises, climate change, and rapid technological advancements, the imperative of lifelong learning has become more pronounced than ever. Self-Regulated Learning (SRL) plays a pivotal role in lifelong learning, involving independent, self-directed behaviors to enhance knowledge and skills. While the significance of SRL is widely acknowledged in the broader context of lifelong learning, its specific role in vocational schools is a critical aspect that requires careful investigation. In these specialized educational settings, effective SRL practices are not only integral to individual academic success but are also crucial for fostering the competencies essential for a thriving professional career. However, there is a need for a systematic analysis of how SRL is fostered within vocational schools. Despite its importance, the current best practices for promoting successful SRL in vocational schools remain underexplored. Therefore, this study aimed to systematically review intervention studies focused on changing educational practices related to SRL in vocational schools. Specifically, we addressed two key research questions: (1) What are the characteristics of intervention studies aimed at fostering SRL in vocational schools? and (2) What is the quality of these interventions in terms of their impact on promoting SRL? Methods: To address these questions, we conducted a systematic review of intervention studies focused on fostering SRL in the context of vocational education. Our review includes 11 studies, with 10 reporting positive effects of interventions promoting SRL. Findings: The findings highlight that collaborative and problem-solving approaches, along with learning environments emphasizing student autonomy, are effective methods for enhancing SRL. Additionally, the review underscores the importance of distinguishing between direct and indirect interventions to promote SRL in the classroom. The effectiveness of each approach is contingent on the specific context and student population. Conclusion: However, comparing and drawing conclusions from these studies presented challenges due to the limited similarity in outcome measures and variations in the quality of evidence. Future research should consider methodological adjustments to address the heterogeneity of intervention studies on SRL at the vocational school level, including the development of standardized assessment tools and more rigorous experimental designs to better evaluate the impact of SRL interventions. These adjustments are crucial for ensuring that vocational schools can effectively integrate SRL practices that not only align with academic goals but also prepare students for the demands of their professional careers. © 2025 European Research Network vocational education and Training. All rights reserved.

The combination of knowledge and skill sets from robotics and Artificial Intelligence has proven as a powerful catalyst for students’ learning experiences, when applying available resources and knowledge acquired through vocational training. Within the Department of IT at an Austrian vocational high school, our students actively engage in projects that combine robotics and AI. Our diploma theses extend beyond mere classroom theory, allowing interested students to apply their knowledge in authentic, real-world scenarios in the form of thesis projects which span different engineering and IT disciplines. Our goal is to emphasize hands-on experiences and encourage our students to design, construct and program robots, even with the addition of AI technology, such as image recognition and classification trained for specific tasks. Through this practical immersion, our students gain a deeper understanding of robotics and AI, disciplines that are at the forefront of today’s technological innovation. We worked with two groups of students on interdisciplinary projects bridging the gap between robotics and AI and based on our students’ feedback found an increase in motivation to learn not only about the fields themselves, but also about related fields, from mathematical theory to better understand the intricate workings of AI algorithms to electronics and working with microcontrollers. Personal interviews with involved students have also pointed toward an increased motivation through the intense cooperation between the team members as well as the teachers responsible for supporting the project teams through their thesis projects. Projects connecting robotics and AI empower students to become adaptable, creative problem-solvers which is a crucial foundation for success in the twenty-first century. By fostering collaboration and critical thinking, while enhancing students’ technical skills and equipping them with the adaptability and creativity they require, this educational approach prepares students to thrive in a rapidly changing world where both disciplines play pivotal roles. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Intersectoral policy coordination has garnered considerable attention in the study of the European Commission (EC) over the past few decades. Within the EC, a logic of hierarchy and a logic of policy portfolios coexist, often leading to a conflictual and complex relationship. While the literature has extensively explored the internal dynamics of the EC, there has been less focus on the role of external dynamics in influencing intersectoral policy coordination. This paper addresses this gap by examining the case of European policy coordination in education and employment and how both internal and external dynamics can hinder or facilitate policy coordination within the EC. Based on the analysis of interviews with EC actors and various EU policy documents, the paper discusses how these internal and external dynamics have affected policy coordination, highlighting elements of both positive and negative coordination. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The articulation between Secondary vocational School(SVS) and college, in China, is a relatively new reform, hoping to unlock the dead end of vocational education and Training(VET). Based on fieldwork conducted in two universities in Jiangsu Province in 2018–2019, this article reports on college experience for articulated students with a VET background. The findings demonstrate that both positive and negative consequences of social skills exist at college for those students. Prior vocational school experience was shown to have an academic shock on students who were also have a complex mentality as they easily became aware of their distinctive identity as opposed to that of their peers. Further, although better-performing students demonstrated academic resilience, they nevertheless felt uncertain about transitional status and eager to redeem themselves through academic ambition, whereas more poorly-performing students had an anxiety about academia that made them prey to a pattern of struggling and giving up. Finally, the policy implications of the findings are also discussed. © 2023 National Institute of education, Singapore.