Journal of Vocational Education Studies

The Influence of Work-Based Learning (WBL) in the Automotive Service Workshop Production Unit on Vocational High School Students' Readiness for the Workforce

Ade Karim — 2026-10-20

Vocational High School (SMK) graduates in Indonesia, particularly those from the Automotive Light Vehicle Engineering (TKR) programme, continue to experience high unemployment, highlighting the need to improve graduates’ work readiness. This study examined the influence of Work-Based Learning (WBL) implemented in the Automotive Service Workshop Production Unit on students’ work readiness at SMK YPPT Garut. A quantitative survey was conducted with 58 Grade 12 students and recent graduates who had participated in WBL for at least six months. Data were collected using a validated and reliable Likert-scale questionnaire and analysed through simple linear regression. The findings revealed that WBL significantly improved students’ technical competence, soft skills, and psychological readiness for employment (p < .001). The coefficient of determination (R² = .603) indicated that WBL explained 60.3% of the variance in work readiness. These results demonstrate that production-unit-based WBL effectively prepares vocational students for successful workforce transition.

Developing a Humanistic Vocational Learning Model Based on Self-Determination Theory to Enhance Student Motivation

Farah Maulida Amalia — 2026-10-21

Vocational education is expected to produce graduates who are technically competent, motivated, adaptive, and prepared for lifelong learning. However, vocational learning often overlooks students’ psychological needs, reducing learning motivation. This study developed a humanistic vocational learning model based on Self-Determination Theory (SDT), emphasizing autonomy, competence, and relatedness. Using a Research and Development approach with the ADDIE model, the study involved 13 students from SMK Muhammadiyah 02 South Tangerang. Data were collected through observations, interviews, expert validation, and learning motivation questionnaires. Expert validation indicated that the model was highly feasible (94.8%). Students’ average motivation scores increased from 60.00 in the pre-test to 62.62 in the post-test. Normality testing confirmed normal data distribution, while the Wilcoxon Signed Rank Test showed no statistically significant difference (p = .620). Nevertheless, the findings suggest that SDT-based vocational learning has strong potential to enhance students’ motivation, engagement, and contextual learning experiences.

Shaping Awareness, Competence, and Application of Digital Security in Teacher Learning: A Systematic Literature Review

Yudi Setiawan — 2026-10-21

This systematic literature review examined teachers’ digital security awareness, competencies, and implementation practices in educational settings. Guided by PRISMA and the PICOCS framework, the study analyzed publications from Scopus and Google Scholar between 2012 and 2024. Of 526 identified records, 47 studies met the inclusion criteria and passed quality assessment. The findings showed that teachers generally possessed adequate awareness of basic digital security threats, such as viruses and phishing, but had limited understanding of advanced security practices. Three key competency domains were identified: technical knowledge, pedagogical skills, and professional attitudes. The implementation of digital security in teaching was often inconsistent due to inadequate training, limited resources, and insufficient institutional support. A significant gap remained between teachers’ awareness and their practical application of security measures. The review highlights the importance of targeted professional development and stronger institutional support to improve digital security literacy and educational practice among teachers.

Gendered Performance Inequities Rooted in Assessment Design and Educational Climate in Vocational and Technical Education

Siti Sahara — 2026-10-20

Gender-neutral assessment and evaluation procedures contribute to gender discrepancies in vocational and technical education. Previous studies have primarily examined aspects in isolation, resulting in a disjointed understanding of their interconnections. This study aims to outline the expressions and sources of gender bias in assessment and evaluation within vocational and technical education. This study utilizes a systematic evaluation of vocational and technical education, conforming to PRISMA 2020 principles, and examines Scopus, Taylor & Francis Online, IEEE Xplore, and ScienceDirect from 2023 to 2025 via quality screening, bibliometric analysis (VOSviewer), and thematic synthesis. An examination of 68 studies revealed five interrelated types of bias in vocational education assessment and evaluation practices: structural assessment design bias, educational climate factors, vocational education certification-accreditation bias, vocational education competency assessment bias, and pedagogical framework bias. These biases emerge from the interaction of psychological factors (test anxiety, stereotype threat, self-efficacy), instructional design (high-stakes timed assessments, restrictive rubrics), and institutional conditions (assessment norms/policies), suggesting that bias is a product of multi-level interactions rather than a single variable.

Global Trends in AI Research in Vocational Education: A Bibliometric Analysis 2020–2025

Wawan Eko Putra — 2026-10-20

This study systematically maps the global development of research on the integration of artificial intelligence (AI) in vocational education through bibliometric analysis. Using the Scopus database, 426 publications from 2020–2025 were analysed with Bibliometrix and VOSviewer. The findings indicate rapid publication growth, with a compound annual growth rate (CAGR) of 40.7%, particularly during 2024–2025. Conference papers accounted for 44.3% of publications, suggesting that the field remains in an exploratory stage. China led research output with 160 publications (37.6%), while the United States and India achieved higher citation impact per article. Four major research clusters were identified: Teaching and Learning, Technology Integration, Skills Development, and AI Methods. The Skills Development cluster emerged as a key research frontier, focusing on personnel training, employment, and competency-based assessment. Significant research gaps remain, including limited empirical impact studies, insufficient contextual research in developing countries, and the need for more systematic investigations of AI-based assessment of practical vocational skills.

Integration Sustainable Fashion Learning in Vocational Education: a Systematic Study Literature 2019–2025

Asri Andarini Nurlita — 2026-10-20

This systematic literature review examined the integration of sustainable fashion education into vocational education between 2019 and 2025 using the PRISMA 2020 framework and Publish or Perish 8 to search Scopus, PubMed, and Google Scholar. From 665 identified publications, 88 studies met the inclusion criteria. The review found that sustainability is effectively integrated through Project-Based Learning, Challenge-Based Learning, Studio-Based Learning, digital learning, and artificial intelligence. Four core sustainability competencies emerged: cognitive, affective, behavioural, and transformative competence. Successful implementation depends on innovative pedagogies, institutional commitment, and strong industry collaboration. Although sustainable fashion education is expanding globally, major regional disparities persist in infrastructure, teacher capacity, and standardized competency assessment. The findings emphasize the importance of curriculum redesign, enhanced partnerships between vocational institutions and industry, and greater adoption of digital technologies to develop graduates with sustainability competencies, innovation skills, and the ability to drive change.

Developing Animated Video to Improve Critical Thinking Skills in Patisserie Product Classification

Nia Lestari — 2026-10-20

The purpose of this study was to develop and evaluate a learning design using animated videos to enhance critical thinking skills among Culinary Education students studying the classification of pastry and bakery products. The ADDIE instructional design model, including analysis, design, development, implementation, and evaluation, guided the development process. Learning needs were identified through literature reviews and consultations with instructors and students. Modules and storyboards were created and validated by experts in pastry and instructional design. The findings demonstrated that the learning design effectively addressed identified learning needs and supported practical skill development. Animated videos provided engaging, flexible, and accessible learning media suitable for independent study beyond classroom hours. The developed materials met eligibility standards for content quality and usability while aligning with the learning outcomes of the Patisserie Course. Overall, integrating digital technology with instructional objectives strengthened learning effectiveness and supported meaningful educational experiences.

Reconceptualization of Lesson Planning for Culinary Arts Teachers in the Era of Contemporary Education: a Thematic Synthesis of The Complete Guide to Lesson Planning and Preparation by Anthony Haynes

Nunung Nurjanah — 2026-10-20

This article presents a systematic literature review of Anthony Haynes’s *The Complete Guide to Lesson Planning and Preparation* to recontextualize its pedagogical framework for vocational culinary education in the era of digital disruption. The review examines the relevance of Haynes’s lesson planning model, emphasizing spiral teaching, four planning pillars, differentiation, and temporal-spatial design as adaptable strategies for competency-based instruction. Findings show that the framework supports learner-centered teaching and aligns with vocational skill development. However, it provides limited integration of digital technologies, including learning management systems, culinary e-learning platforms, project-based learning, and digital kitchen tools. To address these limitations, the review proposes extending Haynes’s model through blended learning, instructional design innovations, and technology-enhanced teaching approaches. These adaptations strengthen instructional quality, increase student engagement, and better prepare vocational learners for evolving industry demands while offering practical guidance for future-oriented lesson planning.

Geospatial Information Systems in Disaster Risk Reduction for Vocational Education: A Post-Sendai Bibliometric and Systematic Literature Review

Sri Rahayu — 2026-10-21

Despite increasing attention to Disaster Risk Reduction (DRR), research remains fragmented across infrastructure, spatial governance, and geospatial systems. This study examines DRR in vocational education during the post-Sendai Framework period (2015–2025) using bibliometric analysis and a PRISMA-based Systematic Literature Review. Scopus data produced two datasets: 98 publications for bibliometric mapping and 12 studies for thematic synthesis. Results show an annual publication growth of 18%, with Asia-Pacific countries contributing 62% of the output. Three research clusters emerged: disaster mitigation policy and planning, business continuity management, and earthquake-resistant construction. Guided by the Sendai Framework’s Priority 3 and Transformative Learning Theory, the study highlights the importance of integrating disaster-resistant construction standards, GIS-based school risk zoning, and real-time geospatial monitoring into vocational education. This integrated framework strengthens institutional resilience and equips students with practical spatial risk literacy for sustainable disaster preparedness.

Integration of Industry-Based Learning and an Interdisciplinary Approach in the Machine Tools Course to Enhance the Competencies and Work Readiness of Vocational Education Students

Muhammad Hasim — 2026-10-20

Vocational education must respond to rapid industrial changes, particularly in the Industrial Revolution 4.0 and Society 5.0 era. This study investigates the integration of Industrial-Based Learning (IBL) and an interdisciplinary approach to enhance students’ competence, work readiness, and graduate relevance. A mixed-method design was employed, combining descriptive quantitative analysis and qualitative case studies. Findings show that learning implementation achieved the highest mean score (14.57), indicating highly positive and consistent student perceptions. Learning preparation and evaluation obtained mean scores of 13.73 and 13.33, respectively, while evaluation displayed the greatest variation, suggesting the need to strengthen feedback mechanisms. IBL effectively improves student engagement, motivation, and technical competence through industrial internships, teaching factories, and project-based learning. The interdisciplinary approach enhances critical thinking, creativity, and knowledge integration. Successful implementation depends on strong industry partnerships, continuous faculty development, and adaptive curriculum policies aligned with evolving workforce demands and technological advancements.

The Evaluation of Integration Program About Literacy, Skill Passport, and Life Skill Education in Smk PGRI 1 Mejayan

Intan Risky Gumana Putri — 2026-10-20

This study evaluated the Integration Program combining Literacy, Skill Passport, and Life Skill Education at SMK PGRI 1 Mejayan. Using the CIPP evaluation model, the research assessed three sub-programs: Learning, Industrial Internship, and Competency Test, focusing on Context, Input, Process, and Product while identifying implementation challenges. A descriptive quantitative approach was employed, involving school leaders, teachers, industry partners, and 50 students. Data were collected through validated questionnaires and structured interviews and analyzed using descriptive statistics. Results showed that the Learning Sub-Program achieved excellent scores: Context (92%), Input (87%), Process (90.75%), and Product (91.75%). The Industrial Internship Sub-Program also performed excellently, with scores of 91.25%, 88.75%, 88.5%, and 88%, respectively. Key challenges included teacher mindset, limited human resources, inadequate facilities, and insufficient industry guest teachers. Recommendations emphasize teacher workshops, continuous industry monitoring, and stronger collaboration with competency test assessors.

Toward Professional Standards for Driving Instructors in Viet Nam: a Vocational Education Perspective

Xuân Trung Nguyễn — 2026-10-21

Road traffic safety remains a major policy challenge in transition economies, where driver education plays a key role in crash prevention. This study examines the policy coherence of professional standardization for automobile driving instructor training in Viet Nam using a Competency-Based Education and Training (CBET) perspective. Policy analysis, curriculum benchmarking, and documentary comparison were employed to assess the alignment between occupational classifications, pedagogical requirements, and safety-oriented instructional practices. The findings reveal a mismatch between the classification of driving instructors as skill-based service workers and the higher pedagogical qualifications mandated by sectoral regulations. This overemphasis on teaching credentials limits the development of essential safety coaching competencies. The study also identifies insufficient integration of defensive driving, hazard perception, and real-time risk management into instructor training standards. It concludes that instructor preparation should adopt a specialized safety-coach framework to better support occupational practice, regulatory coherence, and national road safety objectives.

Literature Review: Fuzzy Model - MCDM (Multi-Criteria Decision Making) for Career Adapt-Abilities Scale in Vocational Education

Aisha Hasna Azizah — 2026-10-20

This study analyzes the potential integration of fuzzy logic and Multi-Criteria Decision-Making (MCDM) to measure the Career Adapt-Abilities Scale (CAAS) for Mechanical Engineering vocational high school students. Rapid industrial automation and digitalization require more accurate assessments of career adaptability, while conventional methods remain limited in addressing uncertainty and subjective responses. Using a systematic literature review and bibliometric analysis of 25 Scopus-indexed articles published between 2021 and 2026, this study examines research trends in Fuzzy-AHP, Fuzzy-TOPSIS, and Fuzzy Inference Systems and their relevance to evaluating the psychological dimensions of concern, control, curiosity, and confidence. The findings indicate that fuzzy-MCDM effectively processes linguistic and multi-criteria data, enabling a more comprehensive and contextual assessment of career adaptability. The study offers a conceptual framework for improving career adaptability evaluation and supporting vocational students’ career readiness in responding to the demands of modern industry.

The Effect of School Gangs and School Image on The Interest in New Student Admission at Vocational High School

Wahyu Prihatiningsih — 2026-09-08

This study investigates the effect of school gangs and school image on student enrollment interest in Vocational High Schools (SMK). School gangs are often associated with negative stigma regarding safety and discipline, while school image serves as a crucial factor influencing parents and students in school selection. Using a quantitative survey method, data were collected from 150 tenth-grade students in Yogyakarta through a Likert-scale questionnaire. The analysis was conducted with Structural Equation Modeling (SEM) using Partial Least Squares (PLS). Results indicate that school image has a positive and significant impact on enrollment interest (path coefficient = 0.555), while school gangs also show a significant effect (path coefficient = 0.367). Together, both variables explain 71.1% of the variance in enrollment interest, with school image emerging as the dominant factor. These findings highlight the need for schools to strengthen their positive image by improving achievements, facilities, and discipline, while simultaneously managing and guiding students to minimize the adverse effects of school gangs. The study contributes to educational management strategies by emphasizing the dual importance of fostering a strong institutional image and addressing social dynamics among students.

Development and Calibration of a Moodle-Based Computerized Adaptive Test Using Rasch Model for Electrical Competencies in Vocational Schools

Fitria Wahyu Ningsih — 2026-10-20

This study developed a Moodle-based Computerized Adaptive Test (CAT) to assess vocational students’ competencies in electrical installation and troubleshooting. Conventional assessments often lack efficiency, security, and personalized feedback, motivating the development of an adaptive evaluation system. Using the 4D research and development model, 150 test items were created and calibrated with the Rasch Model. After removing misfit and overfit items, 106 items were confirmed valid and reliable (reliability = 0.96). The instrument provides a balanced difficulty distribution, enabling accurate measurement across different ability levels. Expert validation rated the content as “Highly Feasible” (94.75%) and the media as “Feasible” (89.75%), while student responses showed positive acceptance (76%–80%). Implementation demonstrated that the CAT effectively differentiates student abilities and provides immediate diagnostic feedback for formative assessment. The study offers an adaptive, Moodle-integrated assessment tool and recommends expanding the item bank to better measure higher-order thinking skills.

Development of AI-Based Chatbot for Information Services at SMK Negeri 1 Sumedang

Ruli Faitsal — 2026-10-20

This study developed an artificial intelligence (AI)-based chatbot to improve communication and academic information management at SMK Negeri 1 Sumedang. Using the Rapid Application Development (RAD) methodology, the chatbot automated the delivery of schedules, announcements, and institutional information. The system integrated n8n workflow automation, a Supabase database, the WAHA API for WhatsApp communication, and natural language processing to handle user queries dynamically. Evaluation results showed strong performance, achieving 92% response accuracy with an average response time of less than one minute. Stress testing under high-concurrency conditions revealed slight performance degradation, particularly in processing informal language and handling peak user traffic. Future improvements include implementing Redis-based asynchronous queueing and server load balancing to enhance scalability. Overall, the chatbot reduced dependence on manual information dissemination, accelerated communication, and established a responsive digital ecosystem that benefits students, teachers, administrative staff, and parents.

Evaluating Vocational Teacher and Students Skill Transformation and Readiness for Electric Vehicle Technology Through Smart Teaching Factory In Indonesia

Nolan Gita Sari — 2026-10-21

Indonesia's accelerating transition toward Electric Vehicle (EV) technology necessitates a comprehensive evaluation of the readiness of Vocational Education and Training School (VET School) teachers and students in responding to this transformative shift. In terms of student competencies, a significant transition has occurred from the mastery of conventional automotive systems toward proficiency in high voltage electrical systems, battery management systems, electric motors, and technology based digital diagnostics. Beyond technical competencies, 21^st century skills such as problem solving, critical thinking, and work readiness have equally become indispensable demands within the contemporary industrial landscape. Concurrently, VET teachers are required to demonstrate elevated levels of readiness by mastering current EV technologies, implementing industry aligned approaches such as the Teaching Factory model, and enhancing their digital and pedagogical competencies to effectively support students' skill transformation. Nevertheless, existing research consistently reveals that competency gaps remain a persistent challenge, primarily attributable to inadequate learning facilities, insufficient relevant teacher training, and the weak integration of EV curricula within the structural framework of VET school. This study employs a Systematic Literature Review methodology guided by the PRISMA 2020 framework (Page et al., 2021), involving the systematic analysis of 47 studies retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases, covering the publication period from 2021 to 2026. The findings demonstrate that the implementation of Smart Teaching Factory significantly enhances students' practical skills, digital literacy, and problem-solving capabilities. Furthermore, this approach substantively contributes to strengthening teacher readiness within industry aligned vocational education contexts.

Enhancing Vocational Education for Green Industry: A Scopus-Based Learning Analysis of Green Skills and Work Readiness

Ann Harahap — 2026-10-20

Climate change and environmental degradation have increased the need for sustainable industrial practices, requiring vocational education to prepare graduates with relevant green skills. However, vocational training often fails to meet industry expectations for sustainability competencies. This study systematically reviews the literature on green skills, green industry standards, and workforce readiness using the Scopus database. A total of 38 publications were analyzed through a systematic literature review, bibliometric mapping, and thematic network analysis to identify research trends and conceptual relationships. The findings reveal fragmented integration of green skills into vocational education, particularly in curriculum development, industry collaboration, and experiential learning. The reviewed studies highlight the importance of embedding sustainability principles into vocational curricula to produce environmentally responsible and industry-ready graduates. This review offers a conceptual framework and practical recommendations for educators, policymakers, and industry stakeholders to enhance green workforce readiness and advance sustainable vocational education.

Industry-Inspired Learning Behaviors in Furniture Design Education for Non-Design Background Students

Nukhbah Sany — 2026-10-20

Vocational higher education increasingly enrolls students from diverse educational backgrounds, creating challenges in developing industry-ready furniture design competence. This study examines how industry-inspired learning behaviors support competence development among students without prior design-related education. Using an applied case-based explanatory approach, institutional records of 202 students enrolled between 2018 and 2022 were analyzed, with 77.72% originating from non-design-related high schools. Learning activities incorporated manufacturing-oriented practices, including SOP-based design processes, constraint-driven tasks, iterative revisions, continuous feedback, and full-scale 1:1 furniture prototyping. Competence was validated through professional certification, internship performance, prototype documentation, and recruitment outcomes. The findings show that students successfully produced production-ready, material-efficient furniture designs and demonstrated satisfactory workplace performance. Recruitment before graduation further confirmed employer recognition of their competencies. The study concludes that structured, industry-inspired learning effectively develops transferable furniture design competence and supports workforce readiness in vocational higher education.

Immersive Learning in Vocational Higher Education: Accelerating Workforce Readiness Through VR-Supported Learning

Yogi Yunefri — 2026-10-20

Immersive learning through Virtual Reality (VR) has emerged as a transformative pedagogical approach, particularly in vocational education, where students benefit from simulated, hands-on environments that reflect real-world industry conditions. Adequately, this study aims to investigate the effectiveness of VR in enhancing student engagement and practical skill development within the Informatics Engineering Program at Universitas Lancang Kuning. Employing an explanatory sequential mixed-methods design, the research combines quantitative analysis of student engagement and project-based performance with qualitative insights from instructors and learners. Quantitative data were analyzed using ANOVA and multiple linear regression, while qualitative data were coded thematically using NVivo 12. Findings revealed that students exposed to VR-based learning scored significantly higher in programming projects and computer network simulations compared to non-users (p < 0.01). VR usage frequency, instructor competence, and infrastructure access emerged as strong predictors of project performance. The qualitative findings emphasized that VR-supported learning not only improves vocational competencies but also accelerates the transition to professional environments by simulating industry-relevant scenarios. Consequently, the study concludes that VR serves as a powerful instructional tool for bridging the theory-practice gap in vocational education. It is particularly effective in industry-driven learning contexts that demand experiential engagement. Recommendations include strengthening VR infrastructure, providing instructor training, and embedding immersive technologies within industry-aligned curricula to ensure graduates are job-ready in the era of digital transformation.

Development and Validation of a Problem-Based Learning Video to Support Fashion Pattern Competency in Vocational Teacher Education

Laila Lupita Ardhiyanti — 2026-10-21

This study aimed to develop and evaluate a Problem-Based Learning (PBL)-based instructional video for supporting fashion pattern competency in vocational teacher education. The research employed a Research and Development approach using the Four-D model, including the stages of define, design, develop, and disseminate. The video was designed to integrate problem orientation, information exploration, analysis, solution presentation, and reflection within fashion pattern learning activities. Product validation involved two content experts and two media-language experts, while practicality testing was conducted with 35 students and followed by wider implementation involving 105 students. Data were analyzed using Aiken’s V and descriptive statistics. Content validation results ranged from 0.67 to 0.83, whereas the overall media-language validity coefficient reached 0.957, indicating a highly valid product. Student evaluations showed a mean score of 3.57 with a feasibility level of 89.21%. These findings indicate that the developed video is valid, practical, and feasible for use in fashion pattern instruction. Beyond supporting technical competency development, the video also demonstrates how PBL can be implemented in vocational learning environments. The product may therefore serve as an alternative digital learning resource for competency-based vocational education and teacher preparation programs.

Enhancing Students’ Creativity in Draping through a Project-Based Learning Video Tutorial

Tri Mutmainnah — 2026-10-21

Creativity in fashion education requires students to combine procedural accuracy with the ability to generate, evaluate, and refine design ideas. This study developed a Project-Based Learning (PjBL)-based draping video tutorial and evaluated its feasibility, practicality, instructional effectiveness, and contribution to student creativity. The study employed educational Research and Development using the ADDIE model. A limited trial involved 60 Fashion Education students, followed by an expanded trial with 120 different students. Five experts validated the product and instruments, while three practitioners assessed practicality and instructional effectiveness. Data were analyzed descriptively using Aiken’s V, means, percentages, standard deviations, and frequency distributions. The video achieved an Aiken’s V of 0.90 and a mean expert rating of 3.92, indicating very high feasibility. Student-practicality scores were 3.60 and 3.64, while practitioner-rated practicality and effectiveness reached 91.67% and 95.00%, respectively. Creativity means were 88.50 and 90.00, demonstrating strong support for creative draping instruction.

Enhancing Vocational Students’ Milling Machining Skills through Challenge-based Project Learning Using Coconut Shell-based Polymer Products

Paryanto Paryanto — 2026-10-21

Milling machining is a core competence in vocational mechanical engineering education because it requires students to integrate technical drawing interpretation, cutting parameter selection, workholding strategy, and dimensional control. However, machining learning in many vocational contexts remains highly procedural, with students often completing predetermined tasks without being sufficiently exposed to authentic manufacturing challenges, non-conventional materials, or sustainability-oriented product development. This study aims to examine the effectiveness and learning process of challenge-based project learning in enhancing vocational students’ milling machining skills through the production of coconut shell-based polymer products. A mixed-method design was employed, combining a one-group pretest–posttest experimental design with exploratory qualitative inquiry. The quantitative phase involved 20 vocational students enrolled in a milling machining class, while the qualitative phase involved classroom observation and semi-structured interviews with five selected students. The learning intervention was designed around a six-stage challenge-based project model: challenge orientation, product and material investigation, machining process planning, milling execution, product evaluation, and reflective sustainability discussion. Quantitative findings showed that students’ mean machining skill score increased from 61.05 in the pretest to 78.15 in the posttest, with a statistically significant improvement. Qualitative findings revealed that students developed stronger technical confidence, adaptive problem-solving ability, active participation, independence, creativity, and sustainability awareness. The use of coconut shell-based polymer material introduced authentic machining challenges related to parameter selection, clamping stability, surface quality, and dimensional control. This study contributes to vocational machining education by proposing a pedagogical model that integrates technical competence, real-world manufacturing challenges, and sustainability-oriented material innovation.

Adapting to Post COVID Hospitality: Mapping of Competencies and Teaching Methods in TVET Programs (2020-2025)

Sri Wahyuningsih — 2026-10-21

The hospitality sector has undergone major changes due to the COVID-19 pandemic, which has impacted workforce skill requirements and teaching methods in vocational education and training (TVET) in this sector. However, there is still a lack of empirical evidence regarding the skills needed in the hospitality sector and the teaching methods applied in vocational education and training to build these skills, thereby limiting the synthesis of evidence. This exploratory review aims to identify these issues in order to address the current knowledge gap and determine future research priorities. In accordance with the PRISMA-ScR guidelines, a systematic search of the Scopus database (2020-2025) yielded 19 studies that met the inclusion criteria. Qualitative content analysis combined the data to answer two research questions: (1) What competencies are most needed in the hospitality sector in the period 2020-2025? (2) What teaching methods are applied to develop these competencies in vocational education and training (TVET) programs in the hospitality sector? Based on this review, the key competencies identified include personal skills such as communication, teamwork, industry readiness, flexibility, and leadership, while the teaching methods commonly used include internships, work-integrated learning (WIL), experiential learning, and collaboration between industry and academia. These methods provide opportunities for students to hone the practical skills needed in the workplace and accelerate their transition into the hospitality sector. This study emphasizes the importance of updating vocational and technical education and training curricula in the hospitality sector to be more responsive to the changing needs of the industry post-pandemic, as well as encouraging increased collaboration between industry and academia to create more relevant and applicable education. These findings provide useful guidance for developing vocational education programs in the hospitality sector that can prepare graduates to face increasingly complex challenges in the world of work.

Green Competence in Vocational Fashion Education: Trends, Learning Models, and Implementation Challenges

Hamidatul Fuadiyah — 2026-10-21

Green competence encompassing the knowledge, skills, and attitudes required to address environmental sustainability challenges remains critically underexplored in vocational fashion education globally. This study reviews and synthesizes literature on green competence integration in vocational and design-based fashion education published between 2021 and 2026. Following PRISMA 2020 guidelines, a systematic search of the Scopus database identified 41 articles, of which 12 met all inclusion criteria. Three research questions guided the synthesis: (1) What research trends characterize sustainability and green competence integration in fashion education during 2021-2026? (2) What learning models and pedagogical approaches are employed to develop green competence in fashion education? (3) What implementation challenges are faced in vocational fashion education contexts? Findings reveal five major research trends, with curricula systematically misaligned with green competence requirements across multiple countries. Seven learning models were identified, with Project-Based Learning (PjBL) being most prevalent, alongside the Integrated 3-Stage Curriculum, Life Cycle Design + LCA Toolkit, AI Generative Design Sprint, Critical/Transformative Pedagogy, Multidimensional Integrated Curriculum, and Speculative Design. Six implementation challenges were mapped: curriculum gaps, knowledge-action gap, resistance to curriculum change, insufficient scaffolding, technology barriers, and industry academia misalignment. This review provides a structured evidence base for curriculum developers and policymakers, with direct relevance to vocational fashion secondary schools, particularly SMK Busana in Indonesia. The review contributes an evidence-based framework that can guide curriculum redesign, teacher capacity development, and Green TVET policy implementation in vocational fashion education.