Search Results for
"Vocational education"

Worldwide, the tourism and hospitality industry has been expanding quickly over the past two decades as a result of globalization. The role of tourism and hospitality education at colleges, universities, and vocational schools plays a critical role in achieving excellence in the tourism industry. In the tourism and hospitality industry, being a highly competitive work-market focused on services, there is the constant demand for developing educational programs that emphasize professional skills along with student quality. This new book looks at how higher education in tourism and hospitality meets the demands and expectations of today's tourism and hospitality industry. © 2026 by Apple Academic Press, Inc.

The article presents an analysis of the mechanisms used by a vocational high school in Bulgaria to develop dual training and implement it sustainably. It focuses on the school management’s leadership role in the network of different stakeholders, demonstrating the importance of this aspect in the entire process of developing dual education. Apart from the case analysis of the Bulgarian vocational high school’s successful implementation of dual learning, the research strategy includes examining regulatory documents, evaluation reports and publications in media and by companies, as well as analyzing the attitudes among key stakeholders. An overview of the challenges facing dual education in Bulgaria is also provided. Based on the case study findings, the factors supporting the implementation and sustainability of the dual system have been identified. We conclude that the long-term development of the dual education model depends on the understanding that the formation of professional skills is a dynamic process, requiring attention to the needs of the local environment, adaptability to current changes and active participation by all stakeholders. The role of school leadership—with regard to both its motivation and activity—has proven to be essential, and therefore it should not be overlooked when creating state incentives to support dual training. © 2026 by the authors.

Purpose – This study examines how digital pedagogy integration and recognition of prior learning (RPL) frameworks influence educators' ability to deliver innovative curricula in Bangladeshi TVET institutions. It further investigates the mediating role of educator instructional self-efficacy and the moderating effect of institutional resource capacity. Design/methodology/approach – A mixed-method qualitative approach was employed, combining a systematic literature review of 20 peer-reviewed TVET articles with semi-structured interviews conducted with twelve institutional stakeholders (Director of TVET Institute, Head of Curriculum Development, Industry Liaison Manager, Senior TVET Instructor, Prior Learning Recognition Coordinator and ICT Training Manager). Thematic analysis and NVivo-assisted coding were used to identify core themes, while Python-based topic modelling and co-occurrence heatmap visualisation were applied to the SLR dataset to map emerging research agendas. Findings – The results show that digital pedagogy integration (virtual labs, blended-learning readiness and multimedia utilisation) and RPL frameworks competency mapping and e-portfolio assessment strongly support improvements in perceived curriculum innovativeness. These relationships are mediated by educator instructional self-efficacy, which is strengthened through professional development, peer mentoring and reflective practice. Institutional resource capacity positively moderates these links by providing technical infrastructure, professional support and industry collaboration. Originality/value – This research extends technology acceptance model (TAM) and social cognitive theory by demonstrating that perceived curriculum innovativeness results from the alignment of institutional innovation frameworks, educator agency and organisational support. The use of Python-based text mining together with qualitative analysis offers a novel moderated-mediation model that supports both theoretical refinement and practical guidance for enhancing curriculum innovation in resource-constrained TVET settings. © 2025 Emerald Publishing Limited

The rapid transformation of the 21st-century labour market requires students to be highly psychologically adaptable, especially in dual education systems where academic and work-based learning occur simultaneously. This study examines resilience as a psychological and pedagogical protective factor among students in dual vocational education and dual higher education programmes. Using a quantitative research design with validated scales measuring resilience, motivation, satisfaction, and stress, the research investigates how individual and contextual factors influence students’ adaptability. The results showed that vocational education and training students exhibited greater resilience, greater learning satisfaction, and lower levels of stress than those in higher education. Regression analysis confirmed that resilience positively contributes to academic success, while supportive mentoring and a structured learning environment enhance emotional stability and motivation. The analysis highlights that autonomy and pressure to perform are associated with higher levels of stress in higher education, underscoring the critical role of mentorship and peer support in improving adaptability. These findings emphasise that resilience is not only an individual capacity, but also a pedagogical and organisational construct; its systematic development should be integrated into the dual education framework to support student well-being, learning effectiveness, and long-term professional adaptation. © 2025 by the authors.

This study explores the core competencies required for sales and marketing roles in the rapidly evolving NEV sector. Adopting an exploratory sequential mixed-methods design, it employs a big data-driven approach to construct a competency framework: web crawlers collected NEV-related recruitment data across over 20 major Chinese cities, the Latent Dirichlet Allocation (LDA) model identified core competency items, and a multi-dimensional consensus scoring process via the Nominal Group Technique (NGT) refined the framework. The resulting validated model comprises nine thematic clusters, reflecting a shift from internal combustion engine (ICE) vehicle sales’ traditional skill set. Beyond enriching conventional competencies (customer reception, sales service, CRM, sales support), it highlights emerging capabilities: live-streaming/short-video marketing, digital media operations, and ecosystem-oriented resource collaboration. Further, NGT-based multi-dimensional evaluations (frequency, importance, difficulty) generated a four-quadrant matrix, offering actionable guidance for vocational education and corporate training (VET) curriculum design. Theoretically, this study redefines digital-era automotive sales roles: not mere product sellers, but core actors in user experience co-creation and ecological value integration, which enriches discourse on sales role evolution. © 2025 by the authors.

Technical-vocational education and Training (TVET) plays a crucial role in providing individuals for the job market, particularly as global educational trends place greater importance on employability and hands-on, skills-oriented education. However, many TVET graduates in the Philippines struggle to find stable jobs. This situation highlights the deeper challenges, specifically in the ability of the graduate to find a job after graduation. It places their experiences in the broader context of the diverse global trends in higher education and employer-specific job qualifications and demands. Using a quantitative method and convenience sampling techniques, the study investigates how the graduates' competencies fit industry demands, institutional assistance's influence, and the effect of economic challenges on their ideal career, considering the role of their field of study, geographical location and English proficiency. The issues underlying deeper challenges are particularly relevant when helping graduates secure jobs. This study explores the factors affecting the job placement of Bachelor of Technical-vocational Teacher education (BTVTEd) graduates. Significant challenges have been identified, including the belief that fresh graduates lack experience, financial problems, and the limited networking possibilities provided by institutions. These challenges require that TVET programs adapt to remain relevant in the fast-changing job market. Strengthening collaboration in the industry, improving on-the-job (ojt) training, and deepening career assistance services are essential actions in this field. The findings are particularly relevant to BTVTEd programs in economically developing regions, and the study's primary limitation is its reliance on graduate self-perceptions, underscoring the need for future research that incorporates employer and government perspectives. © 2026, Iquz Galaxy Publisher. All rights reserved.

Purpose – Encouraging vocational education and training (VET) graduates to actively pursue their careers is imperative to foster the employment of well-trained and skilled personnel to provide companies with a competitive advantage in the long term. This study aims to investigate the factors shaping the career intentions (CI) of VET students based on the theory of planned behavior (TPB) (Ajzen, 1991). When compared to previous studies conducted with university cohorts and adult populations, the current study uniquely examines the CI determinants of senior students from VET programs. Design/methodology/approach – Under the guidance of TPB, this study conducted an empirical investigation involving a survey of 513 VET students. Structural equation modeling was used to analyze the factors that influence students' CI. At the same time, the moderating role of perceived behavioral control (PBC) in the relationships between career attitudes (CA)-CI and subjective norms (SN)-CI was tested. Findings – The findings obtained from the study showed that CI are influenced by CA, SN and PBC. Among these, the strongest predictor was PBC. In the suggested model, SN and PBC emerged as significant predictors of CA. Findings from the moderator test revealed that the relationships between CA-CI and SN-CI were not significantly influenced by PBC. Originality/value – The novelty of the current research lies in its examination of the antecedents of CI, its use with vocational education students and its focus on the TPB. The current research contributes to the awareness of policymakers, administrators and teachers about the factors that underpin CI among VET students. © 2026 Emerald Publishing Limited

Set in the vocational education and training sector in England, this article draws attention to how top-down, centre–periphery approaches to curriculum design and development in vocational education fail for at least three reasons. First, they misconstrue the nature of knowledge. Second, they lead to perfunctory and fragmented approaches to curriculum design, coupled with mechanistic measures of quality and achievement, which often require little more than “one-off” and superficially assessed demonstrations of performance. Finally, they underplay the role and importance of the teacher as researcher and artist in putting the cultural resources of society to work in creative curriculum design and pedagogy. Teacher artistry is pivotal in animating and heightening the vitality of vocational curricula. It is through this artistry that teachers make theories, ideas and concepts in vocational subjects and disciplines accessible and meaningful to all learners in coherent ways in the contexts of their learning and their lives. The consequences of the epistemic faux pas underpinning centre-to-periphery models of curriculum design and development are highlighted in this article in vocational tutors’ accounts of experiences of problems and issues in curriculum design, development and assessment encountered in their practice. Participants in the research teach in a variety of vocational education settings, including Apprenticeships and Higher-Level Technical education; English Language at General Certificate of Secondary education (GCSE) level; Health and Social Care; Information and Communications Technology; Construction (Plumbing); Digital Production, Design and Development and High-Tech Precision Engineering. Data are analysed and reported through systematic, thematic analysis This article draws upon qualitative data derived from a study funded by the education and Training Foundation (ETF) in England over a two-year period from 2021 to 2023. The research population consists of a group of eight practitioner–researchers working in three colleges of Further education (FE) and one Industry Training Centre (ITC) in England. All of the teachers of vocational education reported here volunteered to participate in the study. Research methods include semi-structured interviews, analysis of critical incidents and case studies produced by practitioner–researchers from across the FE and Skills sector in England. © 2025 by the author.