Search Results for
"Vocational education"

The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts. © (2026), (University of Windsor), All Rights Reserved.

This study explores the potential of a physics learning module that integrates augmented reality (AR) and guided inquiry to support vocational students’ development of 21st-century competencies. The module was implemented in three Indonesian vocational high schools involving 100 students, using a one-group pretest–posttest design. Students’ competencies in critical thinking, creativity, communication, collaboration, and digital literacy were assessed using structured performance-based tasks before and after the intervention. Results showed statistically significant pre-and post-improvements across all assessed domains, with the most notable gains observed in collaboration (〈 g〉 = 0.34, d = 0.93) and communication (〈 g〉 = 0.30, d = 0.78). These within-group changes indicate promising patterns of skill development; however, the absence of a control group precludes definitive conclusions about the effectiveness of the intervention. The findings align with previous studies suggesting that immersive technologies may support 21st-century competencies, particularly when integrated within structured, inquiry-based learning environments. Caution is advised in interpreting the results as preliminary rather than conclusive. These insights may inform future instructional designs in vocational education and highlight the need for further research using more rigorous comparative designs across diverse learning contexts. © 2026 by the authors of this article.

Purpose – In the ever-changing landscape of education, new policies play a very crucial role in shaping the future trajectory of nations. The National education Policy (NEP) 2020 stands as a testament to the commitment toward redefining the educational paradigm in India. This research aims to identify the critical success factors (CSFs) and present a roadmap to facilitate the implementation of NEP 2020 in Higher education Institutions (HEIs). Design/methodology/approach – A dual-research method is used in this study. First, a systematic literature review was performed to identify the CSFs. Furthermore, the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) method was implemented to rank CSFs. Findings – The study identifies the CSFs essential for the effective implementation of NEP in Indian HEIs. A comprehensive strategic roadmap, integrating institutional theory, diffusion of innovation, and policy implementation frameworks, is proposed to guide HEIs in aligning with NEP objectives. Additionally, context-specific solutions inspired by global best practices ensure localized and inclusive implementation. The findings highlight NEP 2020s emphasis on multidisciplinary education, digital transformation, equity-driven policies, and institutional restructuring. Practical implications – This study advances multidisciplinary education models, equity-driven policy, and technology-driven reforms. Practical insights include flexible learning pathways, multilingual education, vocational training integration, and quality assurance mechanisms, fostering innovation and global competitiveness in India’s higher education landscape. Originality/value – This groundbreaking research identifies and prioritizes CSFs, also offers a unique strategic roadmap combining institutional and innovation theories for NEP 2020 implementation. It incorporates global best practices and context-specific solutions for transforming India’s higher education ecosystem comprehensively. © 2025 Emerald Publishing Limited

The Teacher–AI–Student Triadic Model is proposed as a conceptual framework for advancing sustainable and human-centred artificial intelligence (AI) integration in vocational education. Responding to the growing demand for work-ready and sustainability-oriented graduates, the model reconceptualises the roles of teachers, students, and AI systems within AI-enhanced learning environments. Developed through a conceptual research methodology, the model draws on an in-depth literature review and synthesises constructivist learning theory, social learning theory, and competency-based education. It emphasises dynamic interactions among teachers, AI, and students as central to fostering adaptive learning, ethical reasoning, and sustainable thinking. Within the triadic structure, teachers function as ethical mentors and learning architects, students as self-regulated and adaptive learners, and AI as an intelligent collaborator supporting personalised learning and formative assessment. The model illustrates potential applications in vocational contexts, including green technology simulations, virtual laboratories, AI-supported assessment, and sustainability-oriented entrepreneurship training. By embedding the Sustainable Development Goals as a core pedagogical capability rather than a peripheral objective, the model offers a vocationally specific, ethically grounded framework aligned with the transition toward Society 5.0. This study contributes a structured foundation for future empirical research, policy development, and responsible AI implementation in vocational education. © Universiti Telekom Sdn Bhd.

Background: Used sparingly before 2020, telehealth was quickly adopted throughout Australia in response to COVID-19. This required general practitioner (GP) trainees (registrars) and their educators (supervisors and medical educators) to rapidly learn telehealth as a primary consultation method. As telehealth use continues within primary health care beyond the pandemic, greater insight into the impact on GP training is required. This is particularly relevant to general practice settings in countries that, like Australia, utilise an apprenticeship-style training model where the social space of in-consultation learning with supervisors is key to registrars achieving competence. We aimed to explore the impact of telehealth uptake on Australian GP vocational training, with particular focus on the in-consultation social space of registrars' learning. Methodology: Qualitative semi-structured individual interviews with 15 registrars, five supervisors and five medical educators were conducted and analyzed using reflexive thematic analysis. Wenger's community of practice theory provided a conceptual framework for analysis and interpretation. Findings: Three key themes were generated. (1) The social space of learning can be disrupted by telehealth. Registrars described how telehealth changed the options for help-seeking during consultations, delaying feedback for learning. Medical educators reported concerns about the delay of what should be immediate feedback for learning during consultations, whereas registrars and supervisors held mixed views on whether such delays impacted registrar learning. (2) Reduced in-person clinical exposure creates educational challenges. Telehealth consultations resulted in a loss of experiences and skill-development opportunities and reduced diversity of clinical practice. (3) Registrars and educators were managing and learning telehealth within a pandemic context. A lack of formal telehealth training to guide best practice required registrars and educators to learn how to utilise telehealth together. Conclusions: The rapid uptake of telehealth altered the in-practice social space of registrars' learning. As telehealth use continues, these findings highlight the need for telehealth-specific training to maximise registrar learning during consultations. © 2025 Association for the Study of Medical education and John Wiley & Sons Ltd.

This study critically examines the complex interplay between student motivation, university effectiveness, and employability, situating it within the broader context of educational pathways, societal expectations, and labor market transformation. Using a qualitative, multi-method design integrating systematic literature analysis, reflective field observations, and contextual synthesis, the study explores the key factors influencing students’ decisions to pursue university degrees, including intrinsic and extrinsic motivations, academic preparedness, perceived value for money, and expectations of long-term employability. Findings indicate persistent gaps between graduate skills and labor market demands, highlighting the importance of curriculum alignment, experiential learning, professional certifications, and alternative pathways such as vocational training and online platforms. The study contributes a novel framework that systematically links student motivation, institutional effectiveness, and employability, offering practical guidance for universities and policymakers to enhance student engagement, workforce readiness, and curricular relevance. Beyond academic and professional outcomes, the study underscores higher education’s broader social role in fostering innovation, civic engagement, and lifelong learning. Ultimately, systematically integrating motivation, educational effectiveness, and employability is essential for ensuring higher education remains relevant, inclusive, and responsive to twenty-first-century societal and labor market needs. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2026.

Gender equity has been a critical issue in global discussions around education, economic participation, and workforce development, particularly in male-dominated fields such as Technical and vocational education and Training. This study examines the influence of self-efficacy and social justice awareness on gender equity and female participation in Technical vocational education and Training (TVET) in Nigeria. The study used a descriptive survey design, gathering data from 250 female participants in technical colleges and higher education institutions in Lagos, Nigeria. Structured questionnaires measuring self-efficacy, social justice dimensions (distributive, participatory, and recognition justice), and female participation were administered. Data analysis included confirmatory factor analyses to validate the constructs and assess their relationships using AMOS SPSS v.23. The results show that self-efficacy, distributive justice, and participatory justice positively and significantly influence gender equity and female participation in TVET, highlighting the importance of these factors in empowering women in technical education. However, recognition justice did not significantly impact female participation, suggesting that acknowledgment alone may not address systemic barriers. The study concludes that fostering self-efficacy and implementing social justice principles within TVET institutions are essential for promoting gender equity. These findings support policies and practices that empower female students and enhance inclusive learning environments. The research provides actionable insights for educators, policymakers, and institutions, suggesting that initiatives in TVET should include gender-sensitive teaching, equitable resource distribution, and inclusive decision-making processes to support gender equity. © 2025 John Wiley & Sons Ltd.