Vocational training aims to facilitate the acquisition of a series of professional skills by students, specified through a series of Learning Outcomes described in the official curricula. This requires teachers to adopt a wide variety of teaching methods and resources that allow for an appropriate match between learning styles and teaching styles, covering the diversity of styles present among students, to facilitate the achievement of all students. The students’ perception of the usefulness of the teaching resources used is an important factor in achieving this balance, and as a guide for better planning the methods and resources to be used in the classroom. This exploratory case study investigates students’ perceptions of the usefulness of different teaching resources and methods used to achieve the learning outcomes set out in the subject of water network installation and commissioning in an intermediate vocational training programme for water networks and treatment plants. The data was collected through a survey and individual interviews. The results of the research show that, despite a predominant preference for resources and methods associated with practical activities, as might be expected in vocational training, a significant heterogeneity in the attribution of usefulness to resources within the group was identified, which could be linked to different learning styles. Moreover, different dimensions emerged regarding the perception of usefulness that could better guide course planning towards a balanced diversification of methods and resources. © 2025 by the authors.
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