Search Results (53)

Extended reality (XR) technologies are gaining traction in technical education due to their potential for creating immersive and interactive training environments. This study presents the development and empirical evaluation of X-RAPT, a collaborative VR-based platform designed to train students in industrial robotics programming. The system enables multi-user interaction, cross-platform compatibility (VR and PC), and real-time data logging through a modular simulation framework. A pilot evaluation was conducted in a vocational training institute with 15 students performing progressively complex tasks in alternating roles using both VR and PC interfaces. Performance metrics were captured automatically from system logs, while post-task questionnaires assessed usability, comfort, and interaction quality. The findings indicate high user engagement and a distinct learning curve, evidenced by progressively shorter task completion times across levels of increasing complexity. Role-based differences were observed, with main users showing greater interaction frequency but both roles contributing meaningfully. Although hardware demands and institutional constraints limited the scale of the pilot, the findings support the platform’s potential for enhancing robotics education. Full article

The exponential growth in artificial intelligence (AI) and automation technologies is changing industries, creating a niche for a digitally competent workforce. Technical and vocational education (TVET) and training institutions are at the center of this transformational wave, with their role of equipping individuals with the competencies required for the digital era. The integration of AI and automation into the TVET curriculum and practice was explored as a game-changer for vocational education and training. AI-powered tools are used for personalized learning, intelligent tutoring systems, and virtual simulation of hands-on skills acquisition. The challenges and opportunities in using the technologies were explored to mitigate the digital divide, update instructor capabilities, and ensure inclusive access to modern training resources. Based on the results, TVET institutions can educate students, aligning with the need for Industry 4.0/5.0. Strategic frameworks for policy, curriculum design, and industry partnerships must be established to ensure that TVET continues to play a pivotal role in sustainable and equitable digital transformation. Full article

This study develops and validates an artificial intelligence (AI)-assisted internship learning platform for automotive electronics based on the Llama 3 large language model, aiming to enhance pedagogical effectiveness within vocational training contexts. Addressing critical issues such as the persistent theory–practice gap and limited innovation capability prevalent in existing curricula, we leverage the natural language processing (NLP) capabilities of Llama 3 through fine-tuning based on transfer learning to establish a specialized knowledge base encompassing fundamental circuit principles and fault diagnosis protocols. The implementation employs the Hugging Face Transformers library with optimized hyperparameters, including a learning rate of 5 × 10⁻⁵ across five training epochs. Post-training evaluations revealed an accuracy of 89.7% on validation tasks (representing a 12.4% improvement over the baseline model), a semantic comprehension precision of 92.3% in technical question-and-answer assessments, a mathematical computation accuracy of 78.4% (highlighting this as a current limitation), and a latency of 6.3 s under peak operational workloads (indicating a system bottleneck). Although direct trials involving students were deliberately avoided, the platform’s technical feasibility was validated through multidimensional benchmarking against established models (BERT-base and GPT-2), confirming superior domain adaptability (F1 = 0.87) and enhanced error tolerance (σ² = 1.2). Notable limitations emerged in numerical reasoning tasks (Cohen’s d = 1.15 compared to human experts) and in real-time responsiveness deterioration when exceeding 50 concurrent users. The study concludes that Llama 3 demonstrates considerable promise for automotive electronics skills development. Proposed future enhancements include integrating symbolic AI modules to improve computational reliability, implementing Kubernetes-based load balancing to ensure latency below 2 s at scale, and conducting longitudinal pedagogical validation studies with trainees. This research provides a robust technical foundation for AI-driven vocational education, especially suited to mechatronics fields that require close integration between theoretical knowledge and practical troubleshooting skills. Full article

The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy outcomes within a cultural–historical activity system. The agency competence assessments yielded four profiles of student agency, ranging from fully empowered to largely disempowered. The cluster membership explained significant additional variance in AI literacy scores, supporting the additive empowerment model in an AI-rich vocational education and training context. The predictive modeling revealed that while self-efficacy, mastery-oriented motivations, and metacognitive self-regulation contributed uniquely—though small—to improving AI literacy, an unexpectedly negative relationship was identified for internal locus of control and for behavioral self-regulation focused narrowly on routines, with no significant impact observed for grit-like perseverance. These findings underscore the importance of fostering reflective, mastery-based, and self-evaluative learning dispositions over inflexible or solely routine-driven strategies in the development of AI literacy. Addressing these nuanced determinants may also be vital in narrowing AI literacy gaps observed between diverse disciplinary cohorts, as supported by recent multi-dimensional literacy frameworks and disciplinary pathway analyses. Embedding autonomy-supportive, mastery-oriented, student-centered projects and explicit metacognitive training into AI curricula could shift control inward and benefit students with low skills, helping to forge an agency-driven pathway to higher levels of AI literacy among high school students. The most striking and unexpected finding of this study is that students with a strong sense of competence—manifested as high self-efficacy—can achieve foundational AI literacy levels equivalent to those possessing broader, more holistic agentic profiles, suggesting that competence alone may be sufficient for acquiring essential AI knowledge. This challenges prevailing models that emphasize a multidimensional approach to agency and has significant implications for designing targeted interventions and curricula to rapidly build AI literacy in diverse learner populations. Full article

Education-to-work transition among war-affected youth in post-conflict settings is fraught with challenges, not least compounded by the little attention placed on individual agency and mental health. This review examines the debate on war-affected youth skilling programmes in post-conflict settings, which neglect the roles of individual agency and mental health in the education-to-work transition. Building on Albert Bandura’s Self-Efficacy Theory (SET) and the Cumulative Stress Hypothesis (CSH), the review presents an integrated approach to skills development for improving education-to-work transition among war-affected youth. According to SET, the development of self-efficacy is anchored on enactive mastery, vicarious experience, verbal persuasion, and physiological arousal. Moreover, individual agency factors such as motivation, aspiration, goal orientation, active efforts, and alignment of intentions with skills are protective factors for effective education-to-work transition, but they are also eroded by the adverse consequences of violent conflicts. Similarly, the CSH also suggests that the effects of exposure to protracted violent conflicts are cumulative and may lead, in turn, to a plethora of mental health problems in the aftermath of violent conflicts. Mental health problems like depression, anxiety, and PTSD are linked to, inter alia, behaviours such as aggression, substance abuse, and apathy, all related to poor employment outcomes. To increase the employability of young people affected by war, skills training institutions and work settings need to prioritise the mental health and individual agency of the youth, as well as skills acquisition for specific trades. Consequently, we propose an integrated model of reintegrating war-affected and vulnerable youth anchored on professional technical and vocational skills training; recognition of individual agency; provision of mental and psychosocial support; and life skills training, all nested within the local economic realities. Full article

Background: The existing literature often oversimplifies the complex relationship between religion and Adolescent and Youth Sexual and Reproductive Health (AYSRH), particularly regarding church-based interventions. This study aimed to investigate the nature and implementation strategies of church AYSRH programmes within their belief systems to inform effective programme development. Methodology: An interpretive descriptive design was employed. Data were collected in the Vaal Triangle region of South Africa (Vanderbijlpark, Vereeniging, and Sasolburg) between August 2019 and February 2020. In-depth interviews were conducted with pastors, government officials, and school principals. Focus group discussions were held with parent and youth church groups alongside youth groups from Technical and Vocational Education and Training (TVET) colleges. Data were analyzed using Atlas.ti v.23. Results: Church-based AYSRH interventions primarily emphasize information provision and abstinence until marriage, aligned with prevailing moral values. These interventions are delivered through integration into existing church programmes and collaborations with external stakeholders for specialized areas like contraception. Limitations identified included ineffectiveness, superficiality, impracticality, tensions between religious doctrine and lived realities, a reductionist focus, a singular information-sharing approach, and limited pastor understanding and openness regarding AYSRH. Conclusions: Churches possess valuable communication platforms and partnerships that could be leveraged for AYSRH interventions. However, this study highlights a one-sided focus on church teachings and significant tensions between idealized approaches and practical implementation, raising critical questions about the overall efficacy of church-led AYSRH projects. This research validates prior findings on church-based AYSRH interventions while offering nuanced insights and heuristic perspectives for a more comprehensive and less simplistic understanding of church-driven AYSRH services. Full article

The technical training associated with urban water cycle management has a markedly multidisciplinary character. In Spain, training in this field to cover the different professional profiles involved in urban water management ranges from specific intermediate and higher Vocational Education and Training Programmes to related subjects included in various university degrees, as well as specialised master’s degrees in a very specific discipline involved in water management. Paradoxically, the companies in the sector are finding it difficult to find intermediate and higher technicians with training in line with their current needs to meet the challenges they must face in order to manage the sewerage and supply networks as efficiently as possible. It is necessary to incorporate, in Vocational Education centres, innovative methods and means that facilitate the acquisition of the skills required by key sectors for sustainability, such as urban water management. The incorporation of resources that help students to understand complex concepts in this field through the operation of pilot-scale equipment and installations that simulate those they will encounter in their professional performance can be of great value in facilitating the acquisition of the desired competences. In this work, a bibliographical review of the use of pilot plants for teaching purposes, in relation to technical aspects involved in the field of urban water management circumscribed to urban supply and sanitation networks, is carried out in order to assess the degree of their implementation as a training resource, which aspects are most frequently addressed, and the contribution they make to the improvement of teaching–learning processes. Full article

With the growing significance of the circular economy (CE) agenda in the fashion industry and, consequently, in fashion design education, this work introduces the initial phase of a case study that aims to ascertain whether CE principles and sustainability are part of the curriculum and pedagogical approaches employed by educators in the Fashion Design Technician course (FDTC) (level 4, National Qualifications Framework—QNQ, and European Qualifications Framework—EQF). Additionally, it seeks to identify the methodologies, strategies, and educational activities used to address these themes. This research outlines the review of documentary sources that facilitated the definition of the study’s object and sample and describes the implementation of a questionnaire survey to forty educators teaching this course across various disciplines encompassing the three training components (sociocultural, scientific, and technological) in fifteen out of the sixteen Portuguese vocational schools, during the academic year 2023/24. This phase of the case study has led to the conclusion that while the technical course curriculum may not extensively cover CE and sustainability, these topics are integral components of most pedagogical practices among the surveyed teachers. The methodologies, strategies, and activities employed display a strong commitment to fostering sustainable practices, predominantly nurturing environmental awareness among students. Full article

Personality represents enduring patterns, providing insights into an individual’s aptitude and behavior. Integrating these insights with learning tendencies shows promise in enhancing learning outcomes, optimizing returns on investment, and reducing dropout rates. This interdisciplinary study integrates techniques in advanced artificial intelligence (AI) with human psychology by analyzing data from the trades of Technical and Vocational Education and Training (TVET) education, by combining them with individual personality traits. This research aims to address dropout rates by providing personalized trade recommendations for TVET, with the goal of optimizing outcome-based personalized learning. The study leverages advanced AI techniques and data from a nationwide TVET program, including information on trades, trainees’ records, and the Big Five personality traits, to develop a Personality-Aware TVET Course Recommendation System (TVET-CRS). The proposed framework demonstrates an accuracy rate of 91%, and a Cohen’s Kappa score of 0.84, with an NMAE at 0.04 and an NDCG at 0.96. TVET-CRS can be effectively integrated into various aspects of the TVET cycle, including dropout prediction, career guidance, on-the-job training assessments, exam evaluations, and personalized course recommendations. Full article

Today, the Vocational Education and Training (VET) curriculum in Greece is state-regulated, combining school-based and work-based learning, and it is offered at upper-secondary and post-secondary levels. There is a need to prepare a new agenda for VET in Greece that follows the rapid technological developments of today. Our paper aims to enrich, redefine, and expand the current curricula and educational practices while proposing a complete plan for the overall reformation of VET’s learning conditions from the point of view of teaching and learning analytics. Through the evaluation of the existing changing institutional framework, the updated bibliographic references, and the experiential data of the educational reality, we can understand the expected needs of technological educators and decide how to address the priorities that must be determined. We focus on the preparation of the trainers and the overall redefinition of the role of education in preparing graduates. This paper’s main conclusions offer interpretations for the cognitive orientation of the existing curricula, as well as direction for the thinking and teaching skills of teachers, to build confidence in the prospects of technical education in Greece. Full article

This study aims to compute the display of indoor lighting and compare the performance of different lighting simulations. Students of the two-year vocational training program participated in this study to improve the quality of lighting design and understand lighting simulation programs. The participants learned how to construct 3D models for lighting analysis to acquire the necessary vocational skills. The teaching outcomes of four years were summarized to identify barriers in technical communication. Challenges that teachers face when teaching interior design were determined through discussion to communicate professional skills that were mismatched in teaching and learning. Suggestions were made on how to improve the effectiveness of learning and the quality of teaching in vocational education in online classes. Full article

In a context marked by growing inequalities and sustainable development challenges, Moroccan cooperatives represent an opportunity to reconcile economic objectives with social issues. Rooted in principles of solidarity and democratic participation, these entities play a significant role in promoting decent work in alignment with the Sustainable Development Goals (SDGs). The main objective of this study is to identify and analyze the determinants of decent work within Moroccan cooperatives in order to propose ways of improving working conditions and worker well-being. A survey of 394 Moroccan cooperatives and a data analysis using RCM regressions were used to assess the influence of employees’ socio-professional characteristics, the organizational specificities of cooperatives, and public action on decent work. The results indicate that factors such as youth, employee level of education, the gender of employees and managers, financial performance, and the quality of cooperative governance are decisive factors in the quality of decent work. Public action, in particular government support combining financial and technical measures, is identified to have a positive impact on working conditions. This research highlights the importance for public policy of supporting education and vocational training, promoting gender equality, improving cooperative management, and effectively structuring government support to maximize its positive impact on decent work. These findings offer concrete avenues for policymakers and cooperative managers to improve worker well-being and contribute to the SDGs. By addressing the challenges identified and implementing targeted strategies, it is possible to move toward more inclusive economic growth and decent work for all within the Moroccan context. Full article

Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms. Full article

This study developed a mathematical evaluation model, attempting to evaluate the capability of the curriculum (N1 to N2 mathematics) to equip students with higher-order thinking skills (HOTS) in the Technical and Vocational Education and Training (TVET) Colleges. The data set was collected at eMnambithi TVET College during March 2022 and October 2022. The two most crucial elements contributing to students attaining HOTS during teaching and learning are the lecturer’s content delivery ability and the curriculum. In that regard, this study began by partially evaluating the lecturer’s content delivery ability using students’ perspectives through a questionnaire. It was found that N1 and N2 mathematics lecturers’ content delivery abilities from the perspective of the students might be adequate. That left the curriculum as the only major contributing factor in a case where students were found to have poor HOTS at eMnambithi TVET College. Then, the SVHIR model (susceptible S(t), vaccinated V(t), healthy H(t), infected I(t), and recovered R(t)) was successfully developed to attempt the evaluation of students’ HOTS. The model indicated poor HOTS in students at eMnambithi TVET College. That ultimately meant that the curriculum might be incapable of equipping students with HOTS, since the lecturers’ content delivery abilities were deemed to be adequate by the participants of this study. Full article