Search Results for
"Vocational education"

In an ever-changing technological landscape, the integration of computational intelligence (CI) shows significant promise for enhancing the 398efficiency and efficacy of Technical and vocational education and Training (TVET) programs. TVET plays a pivotal role in Nigeria’s economic advancement, particularly amidst rapid technological progress. However, TVET programs in Nigeria face obstacles such as outdated curricula and inadequate emphasis on cultivating technopreneurial skills. This chapter explores technopreneurial skills development in Nigerian TVET institutions and advocates for harnessing CI, including artificial intelligence (AI), machine learning (ML), and data analytics, to enhance effectiveness. Additionally, the chapter presents the importance of collaborative partnerships among educational entities, industry players, and governmental bodies to foster an environment conducive to technopreneurial skills development. By integrating CI into technopreneurial skills programs, Nigeria can better equip its workforce for the digital economy’s demands, thereby fostering economic growth and sustainable development. Through a thorough analysis of best practices and case studies, this chapter offers recommendations for optimizing technopreneurial skills development in Nigerian TVET institutions, empowering individuals with the requisite skills for success in the 21st-century digital economy. © 2026 by Apple Academic Press, Inc.

Dual vocational education and training (VET) is said to have positive economic effects. However, recent contributions suggest that the rise of the knowledge economy may undermine these positive effects because university-educated workers are better suited for the new knowledge-intensive jobs. This paper provides the first evidence on the relationship between dual VET and wage inequality in mature knowledge economies. Using a new dataset on 37 advanced economies from 1996 to 2020, we find that dual VET is associated with lower levels of wage inequality. This negative association is particularly strong in the lower half of the wage distribution, which suggests that academically weaker students are the main beneficiaries of dual VET. Using three different indicators of the knowledge economy, we find, contrary to the fears often espoused in the literature, no clear evidence that the knowledge economy erodes this negative association between dual VET and wage inequality. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Purpose – As the UK marks a decade since the introduction of degree apprenticeships, sparking international interest in work-integrated models of Higher education (HE), this paper shifts focus to Nigeria, a former British colony where global pressures, national priorities, and inherited academic traditions converge. Situated within a postcolonial context, Nigeria continues to grapple with British-influenced educational ideals while increasingly seeking to transform its HE system in response to youth unemployment and global competitiveness. Design/methodology/approach – This study investigates how HE is constructed in public discourse through a media analysis of three Nigerian news media, Punch, Daily Trust, and Daily Post, between 2021 and 2022, following the introduction of the Core Curriculum and Minimum Academic Standards (CCMAS) policy. The study combines thematic and discourse-historical approaches to analyse dominant media narratives and identify which voices influence public debates. Bourdieu's capital and institutional habitus logic guide the interpretation of how power and ideology shape media representations of HE. Findings – The analysis identifies two main framings: HE as a pipeline for producing future workers and as a site increasingly focused on vocational, apprenticeship, and entrepreneurial training. Also, there is a hegemonic construction of HE in Nigeria, where academics and the government have prominent voices in the media. The findings visibilised the need for more inclusive conversations about HE's role, involving a wider range of stakeholders. Originality/value – This paper adds a Southern perspective to international debates on HE reform, showing how apprenticeship-like models, though not formally institutionalised, are discursively promoted through media narratives advocating for employability, entrepreneurship, and work-readiness in Nigerian HE. © 2025 Emerald Publishing Limited

Purpose – In Pakistan's evolving technical and vocational education and training (TVET) landscape, this study aims to examine how personalised learning experiences and gender identity shape transformational leadership skills acquisition within a digitally mediated learning environment. Design/methodology/approach – The quantitative correlational design used data from n = 375 TVET leaders participating in virtual leadership programs. An adapted survey instrument measured three constructs: virtual leadership experience, personalised learning and gender identity. Data were analysed using Spearman's correlation to explore the relationship among the variables. Findings – Findings indicate a significant positive correlation between participation in virtual leadership programs and the development of transformational leadership skills. Personalised learning emerged as a key facilitator in enhancing leadership capabilities. Gender identity significantly influenced participants' experiences, suggesting the need for inclusive leadership training approaches. Practical implications – The results suggest that program designers and TVET educators should embed personalised learning strategies and gender-responsive pedagogical frameworks into virtual leadership training. Such measures can foster more equitable and effective leadership development in diverse vocational education contexts. Originality/value – This study contributes to the evolving discourse on virtual leadership by providing empirical evidence from a Global South perspective. It offers a nuanced understanding of the interplay between gender identity and digital learning in leadership development, an area underexplored in vocational education research. By investigating this significant aspect conceptually and practically in virtual leadership in TVET, institutions can influence policy implementation, pedagogical innovation and institutional resilience in digital environments. © 2025 Emerald Publishing Limited

Purpose – While vocational education develops technical skills, it often neglects critical thinking and adaptability in solving real-world problems. Using a web-based constructivist’s learning environment model (Web-Based CLEM), this study aimed at enhancing 60 Thai vocational students’ ill-structured problem-solving and psychomotor skills. Design/methodology/approach – Using a Design and Development approach, the study followed three phases: (Phase 1) Model Development, involving a literature review, surveys and theoretical synthesis; (Phase 2) Model Validation, where experts assessed content, media and instructional design, and pre- and post-tests were conducted on 30 first-year students from Khon Kaen Business Administration Technology College and (Phase 3) Model Implementation and Assessment, where another 30 students from Nakhon Khon Kaen Technology College participated in model testing, along with a survey to evaluate consistency. Findings – The study resulted in a comprehensive model comprising seven interconnected components: Problem Situation, Learning Center, Cognitive Tool Center, Collaborative Learning Center, Ill-Structured Problem-Solving Enhancement Center, Scaffolding Center and Coaching Center. Experts validated its effectiveness in fostering knowledge construction and problem-solving. Post-test results showed significant academic improvement, with students demonstrating higher cognitive engagement. Furthermore, the participant assessments confirmed the model’s consistency across three dimensions: content, media and design, reinforcing its role in developing problem-solving skills. Originality/value – This study contributes to vocational education by addressing gaps in traditional training and demonstrating how Web-Based CLEM equips students with essential problem-solving and industrial skills for modern industries. © 2025 Emerald Publishing Limited

Purpose – This study explores the potential adaptation of the UK's degree apprenticeship model within Thailand's higher education context. As global demands intensify for more work-ready graduates, the study examines how academic–vocational integration can be advanced through international policy learning. Design/methodology/approach – A qualitative comparative case study was employed, drawing on document analysis and 15 semi-structured interviews with policymakers, university leaders and employers in both the UK and Thailand. Thematic analysis was used to explore structural, pedagogical and cultural contrasts between the two systems. Findings – The UK model benefits from institutional autonomy, employer co-ownership and cultural legitimacy. In contrast, Thailand faces barriers including centralized governance, rigid curricula and persistent stigma toward vocational learning. The study finds that direct policy borrowing is insufficient without structural alignment and cultural reframing. Research limitations/implications – This research focuses on two national cases, which may limit generalizability. It emphasizes qualitative insights over measurable outcomes and does not assess specific programmatic success metrics. Future research could expand to longitudinal impact studies, quantitative evaluations or incorporate perspectives from learners and marginalized communities. Despite its scope, the study provides a conceptual basis for countries with similar centralized systems to explore how global models can be localized without losing relevance or equity. Practical implications – Insights from this research can inform the design of context-sensitive apprenticeship programs in Thailand and other middle-income countries seeking to strengthen university–industry partnerships and enhance graduate employability. Social implications – Adapting degree apprenticeships can help reduce educational inequality and challenge hierarchies that devalue vocational pathways. Promoting cultural legitimacy of practice-based learning is key to advancing lifelong learning goals. Originality/value – This research contributes to policy transfer literature by highlighting the conditions under which apprenticeship models can be meaningfully adapted. It offers an evidence-based framework for embedding work-based learning in higher education systems undergoing transformation. © 2025 Emerald Publishing Limited

Purpose – This study investigates the mediating role of virtual experience in the relationship between UTAUT2 constructs and perceived employability among vocational high school students. While previous research has examined students’ behavioral intentions toward augmented reality (AR) and virtual reality (VR) using UTAUT2, their impact on job market readiness remains underexplored. This study aims to bridge this gap by integrating UTAUT2 with virtual experience to assess how immersive learning influences perceived employability. Design/methodology/approach – A quantitative, non-experimental research design was employed, using cross-sectional data collected from 402 vocational high school students across five regencies in Indonesia. Participants were introduced to AR and VR learning materials before completing an electronic questionnaire. Data were analyzed using structural equation modeling (PLS-SEM) to examine the relationships between UTAUT2 variables, virtual experience and perceived employability. Findings – Effort expectancy was the only UTAUT2 variable with a significant direct effect on perceived employability, indicating that ease of use enhances students’ confidence in their job readiness. However, virtual experience significantly mediated the effects of performance expectancy, hedonic motivation, social influence, price value and facilitating conditions. This suggests that immersive AR/VR engagement is essential for translating these factors into employability perceptions. Students benefit most when they actively experience AR/VR rather than relying solely on expectations or external influences. These findings highlight the need for well-designed virtual training programs that enhance engagement, realism and practical application in vocational education. Practical implications – The study highlights the importance of aligning immersive virtual experiences with students’ perceptions of usability to enhance employability outcomes. Rather than relying solely on industry-specific simulations, educators and vocational institutions should prioritize ease-of-use and pedagogical relevance to ensure that immersive technologies translate into perceived job readiness. This implies the need for instructional design that emphasizes guided interaction, clarity of task expectations and meaningful linkage between virtual tools and real-world competencies. Originality/value – This study extends UTAUT2 by incorporating virtual experience as a mediating factor in vocational education. Unlike previous studies that primarily focused on technology adoption, this research provides a novel perspective on how immersive virtual experiences enhance job readiness. By integrating experiential learning with technology acceptance theories, this study contributes to the growing body of literature on vocational training and employability. © 2025 Emerald Publishing Limited

Purpose – The purpose of this study is to evaluate the role of internship in shaping lifelong learning trajectories of technical vocational education and training undergraduates. Design/methodology/approach – The study adopted a descriptive survey design. Structural equation modelling was used with the extended theory of planned behaviour (TPB) to evaluate the role of internship in shaping lifelong learning among Technical vocational education and Training (TVET) undergraduates. The study group comprised 365 third- and fourth-year TVET undergraduates from higher institutions in Lagos State, Nigeria, selected through a multistage sampling technique. Data were analysed using partial least squares structural equation modeling (PLS-SEM) through SmartPLS 3.0. to analyse data collected for the study. Findings – The result of the study shows that internship have a significant relationship with attitude, self-efficacy, subjective norms and behavioural intentions, but subjective norms only have significantly relationship with lifelong learning. Originality/value – Students’ participation in internship gives them real work experience which will be beneficial to employers and complement technical vocational education programmes, as they are exposed to real-life situations. © 2025 Emerald Publishing Limited

Purpose – To enhance career readiness and promote equitable school-to-work transition, this study examines how the development of employability skills influences vocational school students' career success during internship, assessed through both subjective (perceived job success) and objective (job mobility and pay) indicators. The research further investigates the moderating role of geographic location (urban vs rural) in shaping these relationships. Design/methodology/approach – This study adopts a longitudinal survey design to examine the influence of employability skills on vocational students' career success, with a specific focus on the moderating role of geographic location. Data were collected from vocational school students in rural (Sichuan) and urban (Shanghai) China at two time points – prior to their internships (T1) and near the completion of their placements (T2). This design enables an assessment of regional differences and investigates how both the initial endowment and subsequent development of employability skills shape career success within a culturally diverse and contextually distinct setting. Findings – The path modeling analysis shows that both the initial endowment and the development of employability skills significantly predict perceived job success among vocational school students. The endowment of employability skills is less important for objective criteria, while an increase in employability skills is related with greater job mobility, suggesting internships contribute to building human capital, particularly among underrepresented groups. Geographic location moderates only the relationship between employability skills and perceived success, indicating that rural students can offset contextual disadvantages through skill development. These findings offer empirical support that internships provide a relevant context for individuals to develop their employability skills and respond to calls for cross-cultural, longitudinal career research. Research limitations/implications – This research was conducted across vocational schools in both rural and urban regions of China, with measurement instruments specifically designed to assess the general employability skills of vocational school students. Practical implications – The findings highlight the vital role of employability skill development during internships, especially for students from rural or socially disadvantaged backgrounds. As career paths become increasingly nonlinear and mobility-driven, educators and policymakers must promote equitable access to high-quality internships that intentionally cultivate employability skills to enhance students' perceived job success and career mobility. vocational institutions can address geographic disparities by embedding soft and technical skill-building strategies into their curricula, thereby enabling students to better navigate the school-to-work transition and ensuring that graduates are equipped with the competencies necessary for sustainable career success in an evolving and competitive labor market. Social implications – This study highlights critical social implications related to educational equity and workforce accessibility. While geographic disparities in education are well-documented, the findings suggest that rural vocational students can mitigate such disadvantages by actively developing employability skills. This reinforces the role of education as a social equalizer. For policymakers, the results underscore the need to allocate resources and design targeted interventions that enhance skill-building opportunities in under-resourced rural schools. Enhancing employability through accessible, quality vocational training can support social mobility, reduce regional inequities and promote inclusive economic development by equipping youth across geographic contexts to succeed in an evolving labor market. Originality/value – This paper makes an original contribution by empirically examining the dynamic interaction between individual employability skills and contextual factors through two-wave longitudinal data. It offers nuanced insights into how both the initial endowment and subsequent development of employability skills during internships predict subjective and objective career outcomes. Situated within the context of China's urban–rural divide, the findings demonstrate that students from rural areas can mitigate structural disadvantages through targeted skill cultivation. Moreover, the study underscores the role of internships as vital platforms for developing employability competencies. These insights advance career theory, inform education policy and guide the design of more equitable vocational curricula. © 2025 Emerald Publishing Limited

With rapid development of information technology, virtual simulation technology has gradually integrated into the teaching system of vocational colleges and has become an important means to improve teaching quality and effect. However, the existing teaching feedback mechanism is often single and lagging, and it is not easy to comprehensively and in real time reflect the teaching effect and students’ learning status. Therefore, this study aims to explore how virtual simulation technology can optimize the multi-level feedback mechanism in the information teaching of vocational colleges to realize the precise regulation and personalized guidance of the teaching process. vocational colleges pay attention to cultivating practical skills, and virtual simulation technology can provide a working environment close to accurate, effectively making up for the shortcomings of traditional teaching. However, the lack of adequate feedback mechanism makes it difficult to maximize the teaching effect. This study constructed a multi-level feedback system based on virtual simulation technology, including three levels: real-time interactive feedback, phased evaluation feedback and comprehensive analysis feedback. In the experiment, we selected 1000 students and 50 teachers from three vocational colleges as the research objects and carried out a one-semester teaching practice. The experimental results show that after the introduction of a multi-level feedback mechanism, students’ academic performance has improved by 20% on average, their practical skills have improved by 25%, and their learning satisfaction has reached 90%. At the same time, teachers’ teaching efficiency has increased by 15%, and their teaching satisfaction has reached 95%. In addition, the accuracy rate of real-time feedback of the system reaches 88%, the accuracy rate of phased evaluation reaches 92%, and the accuracy rate of comprehensive analysis reaches 95%. Virtual simulation technology optimizes the multi-level feedback mechanism in information teaching of vocational colleges, which can significantly improve teaching and students’ learning effects, and provide strong support for innovation and development of vocational education. © The Author(s) 2025