Search Results for
"Vocational education"

The development of 21st-century skills is crucial for vocational education to meet the demands of Industrial Revolution 4.0. This study addresses the gap arising from underperformance in creative thinking and declining achievement in Upper Secondary vocational Programme (PVMA) STEM elective subjects. Rooted in Sternberg's Triarchic Theory, this research aims to identify the level of analytical, creative, and practical thinking skills among PVMA STEM students and analyse differences based on gender, STEM subjects, and socioeconomic status (SES). A quantitative research design was employed, utilising a survey instrument adapted from Yee et al. (2022). The sample consisted of 158 PVMA students randomly selected from secondary schools in Batu Pahat, Johor. This study employed descriptive and inferential analyses to examine the research data. A significant difference was found in practical thinking skills based on gender (p = 0.01). No significant differences were observed between genders in analytical or creative thinking. Furthermore, there was a significant difference in thinking skills based on STEM subjects (Analytical, p = 0.01; Creative, p = 0.02; Practical, p = 0.001). Conversely, no significant differences were found in analytical, creative, or practical thinking skills based on students’ socioeconomic status (p>0.05). In conclusion, the findings underscore the impact of gender and specific STEM subjects on cognitive skills. Although socioeconomic status did not yield significant differences, the study supports that experiential and contextual learning approaches can help bridge socioeconomic gaps. These results provide valuable insights for educators and policymakers, underscoring the importance of differentiated teaching strategies and fostering the development of equitable thinking skills among TVET students. © 2025, Penerbit UTHM. All rights reserved.

Introduction. vocational Training aims to improve students’ professional profiles through the development of professional, personal, and social skills. These are related to socio-emotional competence, which is the understanding and awareness of one’s own emotions. The objective of this study is to determine the relationship between resilience and basic competencies as predictors of socio-emotional competencies in vocational training students. Method. The sample consisted of 151 distance learning vocational training students. Two instruments were used for data collection: the University Students’ Basic Learning Competencies Questionnaire and the Socio-Emotional Competencies Questionnaire. SPSS and AMOS 26.0 were used for data analysis. A descriptive analysis was performed to analyze the relationship between variables, and a structural equation model was developed to delve deeper into the causal relationships between variables. Results. The results show significant differences according to gender, professional background, and religion. Resilience and basic competencies are identified as predictors of students’ socioemotional profile. Discussion. Students with higher levels of resilience and basic competencies have a higher level of socioemotional development, highlighting the need to establish emotional development programs in these studies. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License https://creativecommons.org/licenses/by-nc-nd/4.0/.

The development of soft skills remains a critical challenge in vocational education, as the curriculum often prioritises technical competencies while neglecting systematic integration of interpersonal skills. This study aims to develop and evaluate the Peer-Engaged Project Application Model (PePA), a project-based learning framework designed to enhance communication, teamwork, and problem-solving through structured peer engagement. Employing a Research and Development (R&D) approach based on the ADDIE model, the research was conducted in the D4 Mechanical Engineering Program at Yogyakarta State University. The PePA model was tested on a group of 15 students in the Fabrication Construction Practices course. Data were collected through Likert-scale questionnaires, structured observations, and semi-structured interviews, and analysed using descriptive and inferential statistics, along with qualitative techniques. The implementation of PePA resulted in improved performance in soft skills, with average scores increasing from 3.03 to 3.65 (communication), 3.20 to 3.78 (teamwork), and 3.13 to 3.70 (problem-solving). The model was also rated as “very valid” by expert evaluators, with an average validation score ranging from 3.58 to 3.85. These findings suggest that PePA is a feasible and effective learning model for strengthening vocational students' soft skills in alignment with industry expectations. The model has potential applicability beyond engineering education and supports policy recommendations for integrating soft skills into vocational curricula. © 2025, Intellectual Research and Development education Foundation (YRPI). All rights reserved.

In today’s vocational education, preparing prospective vocational teachers requires developing innovative, creative thinking that strengthens pedagogical competence and classroom management. These abilities help address the complexity of modern vocational classes and support a positive, engaging learning environment. This study examines how prospective vocational teachers manage ICT-based learning resources to encourage creativity and innovation in their professional practice. A quantitative approach was applied with 178 participants, evenly assigned to a control group and an experimental group. The experimental group used ICT-based learning tools, including interactive multimedia and various digital technologies. Results showed that participants who effectively used ICT resources achieved higher levels of creative and innovative thinking. The experimental group’s N-Gain score reached 0.756, compared with only 0.049 in the control group. This significant difference strongly suggests that appropriate use and management of ICT learning resources can help future vocational teachers create more productive classroom conditions and strengthen their entrepreneurial abilities. The notable learning gains also demonstrate that ICT-based multimedia improves instructional effectiveness compared with traditional methods. Overall, the findings clearly highlight that future TVET educators who master digital learning resources will be better prepared for teaching demands and the challenges of contemporary TVET. © 2025, Czech University of Life Sciences Prague. All rights reserved.

The utilization of virtual laboratories is an effort in the era of digital technological advances to achieve maximum learning objectives. vocational High School (VHS) aims to produce productive age human resources who are ready to work. In addition, vocational schools emphasize aspects of softskills the needs of industry 4.0 and social development 5.0 including 4C skills (communication, collaboration, critical thinking, creative). The purpose of this bibliometric analysis is to present information on the utilization of virtual laboratories in the vocational sector. Articles were searched through the Scopus, Dimensions, ERIC, Taylor & Francis and Springer databases. 326 suitable articles were collected from 2021-2024 and 132 articles were further analyzed. We used VOSviewer software to classify and visualize co-occurrence and citations. The information presented in this review can be used as a starting point for future research on the topic of vocational education virtual laboratories. © 2024 IEEE.