Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology

Topic Information

Dear Colleagues,

With the advent of the global digital economy and industrial upgrades, technical and vocational education, and training (TVET) have been closely linked to the social and economic development of a country or region. From the evolution of agricultural and industrial societies to the current digital society, we can see that the human resources trained by vocational education play a key role in these evolutionary stages. Therefore, the implementation and sustainability of TVET is receiving attention from education experts and governments around the world. Research and exploration in this area is particularly important to prepare for the new changes in TVET. At the same time, as an important branch of discipline, the psychological theories based on vocational education should also be valued. This is closely related to talent cultivation, formal vocational education, informal vocational education, career development, vocational planning and so on.

Therefore, this Special Issue aims to examine the sustainability of vocational education and how vocational schools should respond to the uncertainties in this context in the post-epidemic era. This topic will include articles of high academic value in different fields of vocational education, such as policy, curriculum and teaching, teacher training, skill training, educational psychology, and information technology construction, etc., for the reference of experts and scholars from all over the world who are interested in vocational education.

Based on the above-mentioned objectives, the following topics are invited for this Special Issue:

• Sustainable promotion of TVET policies;
• Sustainable development of TVET programs;
• Sustainable development of TVET and Teacher Training;
• Sustainable development of vocational education informatization;
• Sustainable development of vocational and technical universities;
• Sustainable development of professional education and talent training;
• Theoretical application, development, and model construction of vocational educational psychology.

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Administrative Sciences admsci	3.0	4.8	2011	25.2 Days	CHF 1400
Education Sciences education	2.5	4.8	2011	26.8 Days	CHF 1800
Sustainability sustainability	3.3	6.8	2009	20 Days	CHF 2400
Behavioral Sciences behavsci	2.5	2.6	2011	27 Days	CHF 2200
European Journal of Investigation in Health, Psychology and Education ejihpe	3.0	4.4	2011	28.4 Days	CHF 1400

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Published Papers (11 papers)

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5 pages, 207 KiB  

Open AccessEditorial

Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology

by Jian-Hong Ye, Zhen He, Bin Bai and Yu-Feng Wu

Behav. Sci. 2024, 14(10), 859; https://doi.org/10.3390/bs14100859 - 24 Sep 2024

Viewed by 1177

Abstract

Since the first Industrial Revolution in the 18th century, the gap for technical talent began to widen, and the concept of large-scale technical and vocational education and training (TVET) began to be advocated [...] Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

27 pages, 830 KiB  

Open AccessArticle

Explorative Study of Developing a Mathematical Model for Evaluating HOTS in the Mathematics Curriculum Operating in the KZN TVET Colleges

by Godfrey Nkululeko Mazibuko and Aneshkumar Maharaj

Educ. Sci. 2024, 14(3), 279; https://doi.org/10.3390/educsci14030279 - 6 Mar 2024

Viewed by 1166

Abstract

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 [...] Read more.

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

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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22 pages, 2950 KiB  

Open AccessArticle

Analysis Projection of the Fulfillment of Priority Facilities and Infrastructures for Vocational High School/Sekolah Menengah Kejuruan (SMK) Using System Dynamic to Increase School Participation Rates in Central Kalimantan Province, Indonesia

by Hamiduddin Arief Kaenong, Mohammad Benny Alexandri and Yogi Suprayogi Sugandi

Sustainability 2023, 15(24), 16696; https://doi.org/10.3390/su152416696 - 9 Dec 2023

Viewed by 1136

Abstract

The fulfillment of facilities and infrastructures is the obligation of the provincial government, including the provincial government of Central Kalimantan. This study aims to find out whether the provincial government of Central Kalimantan can meet SMK priority facilities and infrastructures and to know [...] Read more.

The fulfillment of facilities and infrastructures is the obligation of the provincial government, including the provincial government of Central Kalimantan. This study aims to find out whether the provincial government of Central Kalimantan can meet SMK priority facilities and infrastructures and to know the year of achievement. The research uses a quantitative method in the form of a dynamic system with the help of the vensim PLE64 application version 9.2.0.0 using profile data for each SMK and the Budget Execution List/Daftar Pelaksanaan Anggaran (DPA) of the education office from 2017 to 2022. The results show that if the budget for priority facilities and infrastructures is maintained, then in 2028, priority facilities and infrastructures will equal the ideal number. Furthermore, if the Central Kalimantan provincial government runs a scenario of increasing the growth of the SMK facility and infrastructure budget, uses the budget allocation for SMK facilities and infrastructures for only priority facilities and infrastructures, or uses the budget allocation for SMK facilities and infrastructures for SMKs first, then the fulfillment of facilities and infrastructures will be achieved 2–3 years earlier. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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17 pages, 4331 KiB  

Open AccessArticle

Evaluation of Sustainability of Czech Vocational Education and Practical Training for the Position of Construction Manager

by Radka Kantová and Vít Motyčka

Sustainability 2023, 15(19), 14631; https://doi.org/10.3390/su151914631 - 9 Oct 2023

Cited by 1 | Viewed by 1035

Abstract

Current requirements of employers in the construction industry are aimed at strengthening the link between schools and the manufacturing sector. It is desirable that the students are during their studies already involved in the investment construction process, at least as part-time workers. At [...] Read more.

Current requirements of employers in the construction industry are aimed at strengthening the link between schools and the manufacturing sector. It is desirable that the students are during their studies already involved in the investment construction process, at least as part-time workers. At the Faculty of Civil Engineering in Brno, Czech Republic, this is being ensured by the accredited course Professional Practical Training. The aim of this contribution is to evaluate and analyze the inclusion of this student internship as a mandatory part of the study to present how many students worked for which construction companies during a period of 10 years, indicating the number of successfully completed internships for individual academic years. At the same time, the boundary conditions for this practice are described. The hypothesis to be confirmed is that the conditions are set in such a way as to be a prerequisite for successful fulfillment. Descriptive statistics are based on a sample of 92 employers involved in the system of securing professional practices for the period 2010 to 2020. The analysis showed that each year about 70–75% of students stay with the same company for their further part-time work during the remainder of their studies, and they may also stay for subsequent graduate employment. A total of 507 students started and finished their internship. Moreover, in the following years of practice, some of the graduates of the field became responsible for the tutoring of other student’s work experience on the construction site. Having previously gone through the same educational scheme, it allows them to lead and evaluate students with an optimal degree of constructive criticism. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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17 pages, 277 KiB  

Open AccessArticle

The Roles of Cultural Capital in Teacher–Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges

by Junjun Huang, Meiyi Li, Shumin Wei and Zhen He

Behav. Sci. 2023, 13(8), 690; https://doi.org/10.3390/bs13080690 - 19 Aug 2023

Viewed by 2378

Abstract

The theory of cultural capital has long been applied to explain academic achievement. This qualitative study investigated first-year students in higher vocational colleges and, taking this low cultural capital group as an example, explored how cultural capital has affected their past teacher–student interactions. [...] Read more.

The theory of cultural capital has long been applied to explain academic achievement. This qualitative study investigated first-year students in higher vocational colleges and, taking this low cultural capital group as an example, explored how cultural capital has affected their past teacher–student interactions. Participants described their experience of interacting with their teachers. We found that these students primarily experienced authoritative and laissez-faire teacher–student interactions. Students’ embodied and institutionalized cultural capital profoundly affected different aspects of the teacher–student interaction. In modern China, vocational and academic education are of the same status, so teachers should modify their evaluations based solely on academic achievement. When interacting with students, teachers should be more understanding and interact in a more student-centred way. Teacher training programmes should also be reformed, and training for teachers in general and vocational schools should be distinguished. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

21 pages, 3537 KiB  

Open AccessArticle

Sustaining the Quality Development of German Vocational Education and Training in the Age of Digitalization: Challenges and Strategies

by Chengming Yang, Franz Kaiser, Hui Tang, Pujun Chen and Junfeng Diao

Sustainability 2023, 15(4), 3845; https://doi.org/10.3390/su15043845 - 20 Feb 2023

Cited by 6 | Viewed by 5226

Abstract

The digital transformation of the working world has been bringing profound impacts on German vocational education and training (VET). This study analyzes the challenges that German VET is experiencing in the context of digitalization as well as the strategies to overcome these challenges. [...] Read more.

The digital transformation of the working world has been bringing profound impacts on German vocational education and training (VET). This study analyzes the challenges that German VET is experiencing in the context of digitalization as well as the strategies to overcome these challenges. Based on the concept of sustainable cooperation between vocational schools and companies, this study proposed a theoretical framework for preserving the sustainability of VET in the digital era from three dimensions: the capability of industrial service, attractiveness, and adaptability. Meanwhile, through the content analysis method applied to the study of official research and statistical reports, policy documents, journal articles, etc., three key challenges for German VET are found: the insufficient service capacity of German VET for industrial digitalization, the decreasing attractiveness of VET, and the low level of application of digital competencies. German federal agencies have developed multiple strategies in response, including (1) strengthening the capability of training digital talents through the modernization of the training regulations and framework curricula in 2021; (2) reshaping VET as a more promising track for individuals via information support and expanding development pathways; (3) enhancing the willingness to participate in and the capacity to provide vocational training of companies through financial measures; (4) promoting the digital transformation of VET through the financial support of projects and development of practical assistance. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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18 pages, 948 KiB  

Open AccessArticle

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

by Jian-Hong Ye, Yi-Sang Lee, Chiung-Ling Wang, Weiguaju Nong, Jhen-Ni Ye and Yu Sun

Sustainability 2023, 15(3), 1819; https://doi.org/10.3390/su15031819 - 18 Jan 2023

Cited by 12 | Viewed by 3624

Abstract

In an attempt to prevent and control the outbreak of COVID-19, education systems worldwide have comprehensively implemented online courses to fulfill the educational goal of the suspension of classes without suspending school. Numerous online courses have been developed under these circumstances. From the [...] Read more.

In an attempt to prevent and control the outbreak of COVID-19, education systems worldwide have comprehensively implemented online courses to fulfill the educational goal of the suspension of classes without suspending school. Numerous online courses have been developed under these circumstances. From the perspective of sustainable development goals, these online courses should be continued. However, as the epidemic gradually eases, it is questionable whether or not students will still willingly participate in these courses. The method of teaching is a critical issue for schools to decide. Compared with other related educational research, the research on the vocational education system is still limited. To expand the understanding of this topic, this study adopted snowball sampling and invited students from Chinese vocational colleges to fill in a questionnaire to help understand the perceptions that affect students’ expectations, attitudes, perceived effects, and satisfaction and the persistence of online learning. A total of 819 valid questionnaires were retrieved, with an effective questionnaire response rate of 81.9%. Meanwhile, under the framework of Expectation Confirmation Theory (ECT) and the Technology Acceptance Model (TAM), this study extended the theoretical model and proposed a sustainable model. The results of this study showed the following: 1. Expectancy belief and online learning attitudes had a positive impact on perceived ease of use and usefulness; 2. Perceived ease of use had a negative impact on practical class satisfaction but a positive impact on theoretical class satisfaction and perceived usefulness; 3. Perceived usefulness had a negative impact on practical course satisfaction but a positive impact on theoretical course satisfaction; and 4. Both types of course satisfaction had a positive impact on continuous use intentions for learning. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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14 pages, 972 KiB  

Open AccessArticle

What Affects Vocational Teachers’ Acceptance and Use of ICT in Teaching? A Large-Scale Survey of Higher Vocational College Teachers in China

by Chengming Yang, Rifa Guo and Yiran Cui

Behav. Sci. 2023, 13(1), 77; https://doi.org/10.3390/bs13010077 - 16 Jan 2023

Cited by 11 | Viewed by 3514

Abstract

This study aimed to explore what factors affect teachers’ acceptance and instructional use of ICT in Chinese higher vocational colleges. Grounded in the modified UTAUT model, the current study investigated the direct and indirect effects of teachers’ performance expectancy, effort expectancy, external conditions, [...] Read more.

This study aimed to explore what factors affect teachers’ acceptance and instructional use of ICT in Chinese higher vocational colleges. Grounded in the modified UTAUT model, the current study investigated the direct and indirect effects of teachers’ performance expectancy, effort expectancy, external conditions, and behavioral intentions on using ICT in teaching. A total of 6087 teachers from 219 vocational colleges in 28 provinces in China participated in a large-scale survey. Structural equation modeling revealed that the teachers’ psychological perceptions (including performance expectancy, effort expectancy, and intention to use ICT technology) and the external support conditions (including professional development support, infrastructures, the climate of organizational reform and innovation, and teacher performance assessment mechanisms) significantly directly affect the use of ICT in Chinese higher vocational college teachers’ teaching practice. Moreover, this study confirmed the mediating role of teachers’ intention to use ICT in teaching in the relationship between teachers’ psychological perceptions and ICT instructional usage behavior. However, there were differences in the significance of these variables in the chain effect of teachers’ intention to use ICT. These findings expand our understanding of the factors influencing ICT use in teaching among VET teachers in China, thus providing practical implications for higher vocational college managers to promote teachers’ ICT teaching behaviors. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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11 pages, 642 KiB  

Open AccessArticle

The Influence of School Atmosphere on Chinese Teachers’ Job Satisfaction: The Chain Mediating Effect of Psychological Capital and Professional Identity

by Xinqiang Han, Qian Xu and Junhu Xiao

Behav. Sci. 2023, 13(1), 1; https://doi.org/10.3390/bs13010001 - 20 Dec 2022

Cited by 9 | Viewed by 2699

Abstract

Until today, the impact of organizational atmosphere on job satisfaction has still attracted the attention of researchers in the field of education to help decision-makers and school leaders improve the teachers’ commitment, professional identity, and job satisfaction through the construction of the school [...] Read more.

Until today, the impact of organizational atmosphere on job satisfaction has still attracted the attention of researchers in the field of education to help decision-makers and school leaders improve the teachers’ commitment, professional identity, and job satisfaction through the construction of the school environment. This study explored the impact of school atmosphere on the teachers’ job satisfaction and examined the chain mediating role of psychological capital and professional identity. The school atmosphere, psychological capital, professional identity, and job satisfaction scales were used to investigate 648 primary and secondary school teachers in China. The bootstrap method was used to test the mediating effect. The results showed that school atmosphere had a positive predictive effect on the teachers’ job satisfaction; psychological capital does not play a mediating role between school atmosphere and job satisfaction; professional identity plays a mediating role between school atmosphere and job satisfaction; psychological capital and professional identity play a chain mediating role between school atmosphere and job satisfaction. Therefore, this study proposes that schools adopt more effective school management strategies to build a positive school atmosphere to improve the teachers’ psychological capital and professional identity to solve the practical problem of low job satisfaction among primary and secondary school teachers. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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17 pages, 1362 KiB  

Open AccessArticle

Factors Influencing Vocational Education and Training Teachers’ Professional Competence Based on a Large-Scale Diagnostic Method: A Decade of Data from China

by Zhixin Zhang, Jinyou Tian, Zhiqun Zhao, Wei Zhou, Fangfang Sun, Yongping Que and Xingguo He

Sustainability 2022, 14(23), 15871; https://doi.org/10.3390/su142315871 - 29 Nov 2022

Cited by 3 | Viewed by 3084

Abstract

China has the world’s most extensive vocational education and training (VET) system, and VET teachers are central to training high-quality technical and skilled workers. This study aimed to explore the factors influencing VET teachers’ professional competence based on empirical research. We used a [...] Read more.

China has the world’s most extensive vocational education and training (VET) system, and VET teachers are central to training high-quality technical and skilled workers. This study aimed to explore the factors influencing VET teachers’ professional competence based on empirical research. We used a large-scale diagnostic method based on the competence measurement of VET, the teachers’ professional competence model. Comprehensive diagnostic tasks, assessment criteria, and test protocols jointly developed by Chinese and German researchers were used to diagnose professional competence. Background questionnaires were collected from 601 VET teachers in 39 vocational colleges and schools in China over ten years. Path analysis was used to explore factors influencing the professional competence of VET teachers. The study found that skill awards, highest academic degree, course type (practical over theoretical), highest level of professional qualification, and enterprise support positively influenced professional competence. School support negatively influenced VET teachers’ professional competence. Organizational identification mediated the relationship between enterprise support, school support, and professional competence. However, professional identity or learning strategy aren’t mediated the relationship between enterprise support, school support, and professional competence. This study provides an empirical basis for enhancing VET teachers’ professional competence and facilitating further development of theories regarding the professional competence of VET teachers. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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10 pages, 1613 KiB  

Open AccessArticle

Immediate Effects of Fine-Motor Training on Coordination and Dexterity of the Non-Dominant Hand in Healthy Adults: A Randomized Controlled Trial

by Chanhyun Park and Hohee Son

Behav. Sci. 2022, 12(11), 446; https://doi.org/10.3390/bs12110446 - 12 Nov 2022

Cited by 2 | Viewed by 2756

Abstract

Several studies have demonstrated the beneficial effects of mirror training; however, only a few studies in Eastern countries have investigated fine-motor exercises using chopsticks, which have numerous advantages. We aimed to compare changes in coordination and dexterity of the non-dominant hand in healthy [...] Read more.

Several studies have demonstrated the beneficial effects of mirror training; however, only a few studies in Eastern countries have investigated fine-motor exercises using chopsticks, which have numerous advantages. We aimed to compare changes in coordination and dexterity of the non-dominant hand in healthy adults after conducting fine-motor training with the dominant hand using a mirror. We divided 100 healthy adults (age: 20–40 years) into experimental and control groups (each n = 50). The experimental group placed the non-dominant hand in a mirror box and indirectly imitated the fine-motor exercises conducted with the dominant hand using chopsticks. The control group performed the task with the non-dominant hand using chopsticks. We conducted the Chopsticks Manipulation Test and the Purdue Pegboard Test to assess the pre- and post-intervention coordination and dexterity of the non-dominant hand. Both groups showed a significant post-intervention improvement in coordination and dexterity (p < 0.01). There was no significant between-group difference in the functional improvement of coordination and dexterity (p > 0.05). Fine-motor training using mirrors and chopsticks significantly improved coordination and dexterity of the non-dominant hand. This training could be used to improve activity in brain regions associated with the non-dominant hand in healthy adults. Full article

(This article belongs to the Topic Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology)

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