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Purpose – This study aims to conduct a structured bibliometric analysis of research on Technical and Vocational Education and Training (TVET) over the past decade. It explores key publication trends, influential authors, citation patterns and thematic developments, offering a comprehensive overview of the field’s academic landscape. Design/methodology/approach – A bibliometric analysis was conducted using 861 articles retrieved from Web of Science (WoS), Scopus, ERIC, ACM Digital Library and Google Scholar databases covering the period from 2014 to 2024. The study examines publication trends, geographical contributions, author networks, keyword co-occurrence, citation analysis and thematic evolutions in TVET research. Visualization tools such as co-citation and network mapping were employed to identify significant research clusters. Findings – Research into TVET reveals substantial growth, as governments worldwide strongly support the improvement of vocational education. Research activity within TVET tends to concentrate on South Africa, Malaysia and Nigeria. The development of TVET technology field policies, together with educational curricula, occurs through leading authors and important peer-reviewed publications. As this discipline continues to evolve, the number of TVET scholars produced annually is increasing. Furthermore, the research themes that emerge from co-citation analyses are then adapted as input for future strategic analysis, which, in turn, strengthens the outcomes of the TVET investigation. Despite this, issues with the interdisciplinary structure of TVET research, as well as specific challenges in addressing the research subject, are also highlighted. Practical implications – Global research cooperation is needed to aid the formation of vocational training curricula that adapt to the changing requirements of the workforce market. Based on the study, policy stakeholders and educators may develop more advanced vocational training systems that incorporate industrial feedback into their educational teaching approaches. Social implications – According to scientific evidence, vocational education is necessary because it is work-based learning that addresses social disparities in populations that are generally underrepresented. Social mobility is enhanced by the expansion of opportunities in TVET through hands-on skills development, which increases workforce flexibility and career advancement opportunities. A sustained and equitable education system tailored to the diverse needs of different student populations can be created by schools with the help of collaborative partnerships in TVET research dissemination methods, which enable them to understand effective worldwide practices. Originality/value – To the authors’ knowledge, this study is one of the first to provide a comprehensive bibliometric analysis of TVET research with five databases, offering numerous insights into its growth, key contributors, and emerging themes in TVET. The findings provide a roadmap for future research, ensuring the continuous advancement of vocational education to meet the evolving demands of the workforce. © Emerald Publishing Limited

This study evaluates the effectiveness of Blended Project-Based Learning (PBL) in enhancing student learning outcomes in Computer Network Education. As traditional methods often fall short in preparing students for industry demands, the research aimed to determine if a blended PBL model could lead to statistically superior gains in students’ theoretical and practical skills. A quasi-experimental, nonequivalent control group design was employed. The experimental group (n=28) participated in a blended PBL intervention, while the control group (n=27) received traditional instruction. Data were collected via pre-and post-tests to assess technical skills and problem-solving abilities. Quantitative analysis, including one-way ANCOVA, compared post-test scores while controlling for pre-test scores, and paired-samples t-tests measured learning gains. Qualitative data from student surveys and interviews were analyzed thematically. The results indicated a significant difference in adjusted post-test scores between the groups, with the experimental group showing substantially greater learning gains. Qualitative findings further revealed that the blended PBL approach significantly enhanced student motivation, engagement, and the development of teamwork and critical thinking skills. In conclusion, the Blended PBL model is a highly effective pedagogical approach for technical education. Its success advocates for a fundamental paradigm shift toward active, student-centered methodologies that truly prepare graduates for a complex and evolving professional landscape. © 2025; Los autores.

Introduction: prior research has predominantly focused on dissecting the Technology Acceptance Model (TAM) to elucidate users’ behavioral intentions toward adopting technology. Building upon this foundational scholarship, the present study advances the discourse by examining the cognitive ramifications associated with technology adoption. In particular, this investigation seeks to elucidate the interplay between perceived usefulness, perceived ease of use, and the actual utilization of augmented reality (AR) technologies, as they pertain to the cultivation of computational thinking and critical thinking competencies. Method: this research adopts a quantitative approach, with an associative design. A sample of 141 vocational high school students from West Sumatera, Indonesia. The collected data were examined through Structural Equation Modeling (SEM) and Importance-Performance Map Analysis (IPMA). Results: statistical analyses indicated that both perceived ease of use and actual AR utilization significantly enhanced students’ computational and critical thinking skills. While perceived usefulness significantly influenced critical thinking, its effect on computational thinking was not statistically meaningful. IPMA results further highlighted that AR’s ease of use performs strongly, whereas perceived usefulness remains an area for improvement. Conclusions: the theoretical extension of the TAM into the domain of cognitive outcomes, moving beyond its traditional behavioral scope. They also establish a compelling platform for future scholarly inquiry and the formulation of strategic, evidence-based approaches to optimizing AR integration particularly in fostering higher-order thinking. © 2025; Los autores.

Introduction: entrepreneurship education is increasingly recognized as a critical factor in shaping students’ intentions to pursue digital entrepreneurial careers. However, the mechanism through which this education influences students’ digital entrepreneurial intention, particularly through entrepreneurial attitude, remains underexplored in the context of vocational education in Indonesia. Method: this study employed a quantitative approach using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to examine the impact of entrepreneurship education on students’ digital entrepreneurial intention, mediated by entrepreneurial attitude. Data were collected through an online survey from 350 students at vocational schools in Indonesia. Measurement and structural models were evaluated to test reliability, validity, and hypothesized relationships. Results: the analysis confirmed that entrepreneurship education has a significant and positive effect on both entrepreneurial attitude and digital entrepreneurial intention. Furthermore, entrepreneurial attitude was found to play a substantial mediating role in the relationship between entrepreneurship education and digital entrepreneurial intention. The model demonstrated strong predictive relevance, with R² values of 0,572 and 0,789 for entrepreneurial attitude and digital entrepreneurial intention, respectively. Conclusions: this study highlights the pivotal role of entrepreneurial attitude in enhancing the effectiveness of entrepreneurship education on students’ digital entrepreneurial aspirations. Strengthening entrepreneurship education programs and integrating attitude-shaping components can foster stronger digital entrepreneurial intentions among vocational students. Future efforts should focus on improving educator competencies and expanding research to broader educational contexts across Indonesia. © 2025; Los autores.

In today’s modern education system, it is not only professional knowledge and technical skills that are of importance, but also the development of universal competencies known as soft skills—such as communication, collaboration, critical thinking, creativity, and emotional intelligence. The STEM (Science, Technology, Engineering, and Mathematics) education model not only enhances learners’ research capabilities but also provides ample opportunities to foster their soft skills. Accordingly, there is a growing need to systematically analyze effective strategies for developing these skills within STEM learning environments. The aim of this study is to assess the characteristics of soft skills development in STEM education settings through a meta-analysis approach. Based on research conducted across various educational levels, the study seeks to identify key factors influencing the development of these skills and scientifically justify the relationship between soft skills and STEM components. This study includes a systematic review of international and domestic scientific articles, empirical studies, and intervention projects published between 2015 and 2025. The meta-analysis was conducted in accordance with the PRISMA methodology. Review criteria included the types of soft skills and their connection to STEM methodologies. For statistical processing, the software Comprehensive Meta-Analysis 4.0 was utilized. The effectiveness of developing soft skills in STEM education was demonstrated through meta-analysis and empirical research. The meta-analysis revealed that STEM-based interventions have a positive impact on the development of soft skills (Hedges’ g = 0.813, p = 0.007). The findings showed that STEM methods are highly effective in fostering soft skills such as communication, teamwork, problem-solving, and critical thinking. The results of this research confirm that the systematic integration of soft skills development into STEM education is a powerful strategy for ensuring the professional and social adaptation of future specialists. © © 2025 Rizakhojayeva, Ramankulov, Akeshova, Nurizinova, Tuyakov and Abdrakhmanov.

Expanding Higher Education has increased the focus of undergraduate degrees towards preparing graduates for employment. Much research acknowledges classed inequalities in employability-related learning, yet studies tend to explore these in graduate employability rather than via students’ experiences of mobilising professional knowledge within their degree. Here, we use a Bourdieusian framework to explore how class impacts students’ cultivation and mobilising of professional knowledge. Drawing on interviews from a 2-year study with 17 English undergraduate Physical Education students, the relationship between class and professional knowledge is explored in four ways: (1) connecting experience to academic content, (2) developing relationships with staff, (3) accessing complimentary employment and voluntary opportunities, and (4) utilising university societies to ‘play the game’. We suggest these impact on a student’s capacity to navigate employability-related opportunities at university and influence value judgements made by staff. Consequently, we call for a greater embedding of professional knowledge for all students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Vocational education plays a crucial role in enhancing the quality of Human Resources (HR). However, based on a needs analysis, 82 % of students reported not understanding what had been taught, indicating a gap between classroom learning and the assessment process. This study used a development method with a mixed-methods approach, combining qualitative and quantitative data, following the Borg and Gall model through six stages: research and information collecting, planning, developing a preliminary product, preliminary field testing, main product revision, and main field testing. The resulting product, a Digital Authentic Assessment assisted by Virtual Reality (VR), was validated as “Valid” by experts and rated as “Very Practical” by both lecturers and students. To measure effectiveness, a t-test was conducted comparing the learning outcomes of experimental and control classes, with results showing a significant improvement in the experimental group. The study concludes that the Digital Authentic Assessment with VR is valid, practical, and effective for the Electric Power Distribution course in vocational education. © 2025; Los autores.

Background/purpose. This study aimed to map the application of the Project-Based Learning (PBL) model to enhance creative thinking skills in high schools (HS), including junior, senior, and vocational high schools. The research explored the trends of PjBL application, identified the characteristics of PjBL that are suitable for HS students, determined appropriate creative thinking indicators, and examined the influencing factors related to PjBL for the development of students' creative thinking. This study provided recommendations to optimize the implementation of PjBL for enhancing creative thinking in the HS context. Materials/methods. A bibliometric analysis was conducted using publication data retrieved from the Scopus database. The study adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 protocol to systematically filter and select relevant articles. Visualization and co-occurrence mapping were performed using VOSviewer software. Out of 258 identified documents, 44 articles met the inclusion criteria and were analyzed through bibliometric techniques and literature review. Results. The findings indicated that PjBL improves students' creative thinking abilities in HS significantly, particularly in developing fluency, flexibility, originality, and elaboration. Factors such as the integration of real-life issues, STEM-based approaches, technology utilization, and active, student-centered learning environments play a crucial role in enhancing creative thinking. The results also highlight that while research on PjBL for HS is increasing, there remains a need for more studies that focus on diverse subjects and interdisciplinary approaches. Conclusion. The application of PjBL in HS demonstrates potential in improving students’ creative thinking skills, supported by contextual and interdisciplinary projects. To maximize its effectiveness, educators should integrate PjBL with STEM and real-life issues which is relevant to students' developmental stages. Future research should focus on expanding PjBL models across subjects and investigating long-term impacts on students' creativity and learning outcomes. © The Author(s), 2025.

Over the past decade, the ETHAZI collaborative problem-based model was developed to address the evolving demands of the productive sector and the ongoing restructuring in the labour market and society. Designed to create a dynamic system that prepares individuals for continuous change and emerging challenges, ETHAZI emphasises interdisciplinary and collaborative approaches within a competence-based framework. This article presents a quantitative descriptive study (n = 843) exploring Basque Autonomous Community teachers’ perceptions of the ETHAZI model and its implementation. Findings indicate generally positive perceptions regarding the model itself, problem design and participation, and organisational flexibility. Despite overall favourable perceptions, results suggest areas that may have room for improvement, such as organisational flexibility. The study concludes that, while the ETHAZI model is perceived as valid, enhancements guided by teacher perceptions might be recommended. © 2025 SEFI.

The pharmacy profession has evolved globally from traditional product-focused roles to patient-centred healthcare services. In India, while pharmacy education has made strides in various sectors, patient-oriented services remain insufficient, highlighting the need for competency-based education (CBE) aligned with international standards. To investigate stakeholder perspectives on competency-based pharmacy education in Southern India and understand barriers to implementation, with specific focus on the International Pharmaceutical Federation (FIP) developmental goal number 5 regarding competency development. An exploratory cross-sectional qualitative survey was conducted among pharmacy professionals across various sectors. Data was collected through web-linked open-ended questionnaires distributed via email, using purposeful and snowball sampling. Thematic analysis was employed following FIP Goal 5 framework, incorporating both deductive and inductive approaches. The study included 28 participants from diverse pharmacy sectors, with 57.1% male and 42.9% female respondents. Key themes emerged around workforce development, practice enhancement, and scientific advancement. Stakeholders identified critical gaps in current pharmacy education, including insufficient practical training, limited industry exposure, and outdated curriculum designs. The findings highlighted the need for integrating modern technologies, enhancing clinical training, and developing structured assessment tools. Participants emphasized the importance of balancing theoretical knowledge with practical applications and suggested implementing a comprehensive wellness program for pharmacy professionals. The study reveals significant opportunities for reforming pharmacy education in India to meet global standards while addressing local healthcare needs. Recommendations include curriculum modernization, increased industry collaboration, and enhanced practical training. Implementation challenges identified include time constraints, insufficient trained staff, lack of public awareness, and regulatory barriers. These findings provide valuable insights for educational institutions and policymakers in developing a robust, competency-based pharmacy education system in India. © RJPT All right reserved.