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In addition to restrictions in training companies, vocational schools were also closed due to the coronavirus pandemic in Germany. After the unexpected first lockdown, it was the challenge of all those involved to draw lessons from the emergent weaknesses in the system and to prepare for further school closures. These preparations primarily involve...
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Coronavirus disease (COVID-19) is regarded as a global health crisis. Nevertheless, it has caused remarkable disruptive effects not only on the economy but also on education. It has significantly affected learners and teachers around the world — from pre-primary to secondary schools; technical, vocational education, and training; institutions; skil...
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... Retraining has been an important strategy for developing digital skills. As technology evolved rapidly, the skills required in the job market were constantly changing (Seyffer et al., 2022). Continuous education and retraining helped employees stay up-to-date and adapt to new demands. ...
... Regular retraining and adapting to new technologies are essential to prepare VET students for future challenges. This makes VET students more competitive, while businesses gain a skilled and adaptable workforce (Moldovan, 2018;Seyffer et al., 2022). ...
This study investigates the impact of various educational and social factors on the digital skills of vocational education and training (VET) students, emphasizing the significance of continuous skill development in the digital age. Utilizing structural equation modeling (SEM), the paper analyzes data from 382 adult VET students in Greece, examining the effects of Erasmus program participation, daily computer use, educational platforms, and social network engagement on digital competencies. The findings reveal that participation in Erasmus programs and the use of educational platforms significantly enhance students' digital skills, highlighting the value of international experiences and digital learning tools in VET. Conversely, daily computer use alone does not significantly impact digital skills, suggesting that structured and purposeful digital tool integration is essential for skill development. The study also underscores the positive role of social networks in improving content management skills, advocating for their strategic use in educational settings. These results demonstrate the need for targeted digital literacy initiatives within VET programs to prepare students for modern labor market demands. The research contributes to the theoretical understanding of digital skill acquisition and offers practical insights for educators and policymakers to enhance VET curricula, fostering economic and social progress through improved digital literacy.
... It may be used to provide students who don't attend in-person online classes as well as traditional classroom education retroactive instruction. Several research studies have demonstrated that digital technology facilitates effective instruction such as (Seyffer et al., 2022;Promsron et al, 2024). Students get real world knowledge and abilities that are equivalent to what they would learn in a regular classroom, and they promote the use of digital technology for online and traditional classroom management (Allen et al., 2016). ...
The research aimed to; 1) study the expectations of teachers on the behavioralconditions of vocational education learners, 2) Study the ability of teachers to achieve the expected behavioral conditions of vocational education, 3) Comparison of the use of digital technology in teaching by teachers to recover the learning loss of vocational learners during the new normal and next normalperiods, 4) Study the teachers need to use digital technology in teaching to recover the learning loss of vocational learners during the new normal and next normalperiods,and 5) Create digital technology landscape for learning loss recovery on vocational education. Data were collected with an online questionnaire that passed the validity and reliability with 301 vocationalteachers. The results of the research showed teachers have higher expectationsof learners’ behavioral conditions. Teachers can make vocational learners experience the expected behavioral conditions to a greater extent. Teachers use digital technology to organize teaching to recover the learning loss of vocational learners during the new normal rather than during the next normal. However, the demand for digital technology for teaching to recover the learning loss problem of learners during the next normalis increasing more than during the new normal.The study suggests improving the knowledge and ability of teachers to use digital technology for teaching to recover the problem of learning loss among learners.
... ej., Hume y Griffin, 2021). La mayor contribución de la pandemia a la FP ha sido la adopción de tecnologías y la educación a distancia (Pooja, 2021;Seyffer et al., 2022). No obstante, es de destacar que también se han reportado evidencias de la diversificación de estrategias docentes, mostrando una tendencia hacia el aprendizaje activo (ILO, Banco Mundial, UNESCO, 2021). ...
... Tales evidencias han propiciado un replanteamiento del currículum de la FP a nivel europeo, predominando una aproximación basada en competencias, en la modularización de los contenidos, la flexibilidad, la individualización y el énfasis en el aprendizaje práctico y su afectación en los sistemas de evaluación (Cedefop, 2022). En consecuencia, diferentes estudios apuntan a la necesidad de continuar los procesos de digitalización e innovación educativa en FP (Comisión Europea, 2020;ILO, Banco Mundial, UNESCO, 2021;Seyffer et al., 2022), haciendo hincapié en la formación digital docente (OCDE, 2021;Pooja, 2021). ...
En los últimos años, han existido distintas iniciativas para la modernización de la Formación Profesional (FP) al respecto de las estrategias docentes y el uso de tecnologías digitales. Este estudio tiene por objeto analizar la transformación digital y metodológica de la FP que la pandemia haya podido generar. Con este fin, se ha utilizado una metodología mixta secuencial, basada en una encuesta a profesorado de FP (N=158) y entrevistas a 11 coordinadores/as de ciclo durante el curso 2021-2022. Los resultados demuestran que el profesorado más innovador es mujer, joven y con participación en proyectos de innovación. También destaca el incremento a lo largo de la pandemia en la variedad de estrategias didácticas que el profesorado usa, con especial crecimiento del aprendizaje activo. Por último, existe un mayor uso de estrategias didácticas variadas tanto en la plataforma docente como en herramientas externas. En conclusión, la pandemia ha contribuido a impulsar una transformación que llevaba años tratando de activarse.
... Similarly, Kee (2021) underlines the students' fear and anxiety towards the use of digital tools. Some teachers may hold negative perceptions about online learning, citing concerns about the lack of face-to-face interaction and the perceived difficulty in delivering practical skills training through online platforms (Ni, 2013;Syauqi et al., 2020;Seyffer et al., 2022;Bliuc et al., 2012;Cechella, 2021;Desnenko et al., 2021;Palomino, 2019). It is sometimes underlined that the infrastructure required to deliver online courses is costly. ...
Nowadays on-line education has become extremely popular, mainly due to COVID-19 and social distancing. While more and more companies already offer on-line courses, a vast group of institutions stay away from such methods, mostly due to the belief that on-line learning may not be as effective as classroom training, the infrastructure required to deliver on-line courses is costly, the transformation of course content into digital interactive content is time consuming, and so forth. But the reality is that more and more learners find a lot of advantages in on-line learning. They wish to attend courses anytime, anywhere. There are thousands of pieces of open-source software and tools to choose from in order to create interactive content without the need of costly software, and infrastructure or coding. Even so, converting course materials to on-line digital interactive courses can be time consuming since a trainer needs to research for the appropriate tool in a vast market of free or low-cost open-source software, evaluate them, master their usage and then transform the content into digital interactive content. Time and human resources can be considerably minimised if organisations have access to a complete framework for the development of interactive, gamified courses by using open-source or low-cost software. The objective of this paper is to present and compare a set of selected digital tools which can be successfully used for the development of on-line interactive content in different types of institutions e.g., educational organisations, but also in companies during the process of organising training or courses for employees. Such a review is useful especially for the staff who teach the students using digital tools in order to improve the interest of the students and the effectiveness of their work i.e.: teachers, adult educators, VET educators, trainers, mentors or coaches. The paper offers them the opportunity to select the most appropriate tools for the teaching process. On the other hand, the target audience can also be the students who decide for self-learning. In this case, they can choose the tools which seem to be the most interesting and effective in their learning process. The identified tools were assessed by the VET trainers/educators in five European countries: Poland, Italy, Greece, Cyprus, and the United Kingdom (n=172). The research results indicate the most appropriate, friendly and free of charge open-source software used for the development of the interactive content. The originality of this paper comes from the fact that so far there has been no complex comparative analysis of the tools which can be supportive in the process of the development of the on-line training content with the use of interactive elements.
... The digital transformation of the world of work puts forward a new set of challenges for VET. The World Economic Forum and Seyffer et al. discussed the challenges that vocational schools face in Germany from the perspective of industrial service capability, noting that vocational schools' service capability cannot keep pace with the changing demands of the labor market and limited scope of reform and innovation [20,27]. In addition, Hackel et al. focused on elements of VET such as teaching methods, curriculum content, the cooperation between companies and schools, and the competence of teachers and trainers. ...
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.
Background and Aim: virtual education is the intersection of distance education, computer-based education and internet technologies. The main purpose of this article was to identify and analyze the challenges of virtual education during the Covid-19 pandemic in the first secondary school. Methods: The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used. The statistical population consisted of all experts in the field of educational management and primary education and teachers with high experience and work experience in education, after conducting 15 theoretical saturation interviews, and in the quantitative part of the statistical population, all university experts and teachers included 21 people. Dimtel technique has been used to determine the effectiveness and effectiveness of virtual education threats and opportunities Results: Qualitative findings showed that 7 components were extracted for threats and 6 components for opportunities; Quantitative findings showed that the criteria of economic components, parental involvement, educational-emotional and cultural, reduction of time and distance, evaluation and feedback, infrastructures and educational opportunities are effective components respectively. Conclusion: The components of economy, parental participation, educational-emotional and cultural, reduction of time and distance, evaluation and feedback, infrastructure and educational opportunities were the most effective. The components of preserving social and national resources, opportunities for evaluation and feedback, educational justice, attracting students, reducing costs, and learning quality are considered to be the most effective components, respectively.
Mithilfe von Blended Learning können an berufsbildenden Schulen Lernsettings gestaltet werden, die Kompetenzen zur Teilhabe an heutigen und zukünftigen Arbeitswelten fördern. Im Gegensatz zu anderen Bildungsbereichen (insbes. Erwachsenen- und Hochschulbildung) sind die Rahmenbedingungen und Vorerfahrungen hierfür noch nicht gegeben und müssen erst noch (aus-)gestaltet werden. Der Schulversuch "Blending4Futures – hybrides Lehren und Lernen in der schulischen beruflichen Bildung" verfolgt das Ziel, Gestaltungsprinzipien für Blended-Learning-Formate an berufsbildenden Schulen in Berlin im Modus der designbasierten Bildungsforschung nach McKenney/Reeves abzuleiten und den notwendigen rechtlichen und organisatorischen Veränderungsbedarf zu identifizieren. Im Rahmen einer SWOT-Analyse wurden Erkenntnisse über Blended Learning aus anderen Bildungsbereichen mit den Rahmenbedingungen der schulischen Berufsbildung in Berlin in Beziehung gesetzt und bisherige
Erfahrungen strukturiert reflektiert. Daraus ist ein vorläufiges heuristisches Strategiemodell entstanden, das Suchräume für Designversuche sowohl für die Akteur*innen im Schulversuch als auch einen Beitrag zur Theoriebildung über Blended Learning anbietet.
Small and medium enterprises (SMEs) play a critical role in the European economy, accounting for the majority of businesses and employment opportunities. However, with rapidly changing technology and global competition, it is becoming increasingly important for SMEs to stay competitive. This paper explores the role of digital learning and work-based learning (WBL) in helping European SMEs remain competitive in the 21st century.
Digital learning and work-based learning are two of the most innovative and influential approaches to education and training in the 21st century. Both approaches leverage technology and real-world experience to help students and workers acquire the skills they need to succeed in their careers. The paper argues that by leveraging technology and real-world experience, SMEs can upskill their employees and stay ahead of the curve.
The paper concludes that a combination of digital learning and work-based learning has the potential to transform the way SMEs approach employee development, allowing them to remain competitive in a rapidly changing business landscape.
This paper utilizes a mixed-methods approach, incorporating
Çalışmanın problemini pandemi döneminde online gerçekleştirilen tasarım derslerinin etkinlik ve verimliliğinin sorgulanması oluşturmaktadır. Meslek yüksekokulu tasarım odaklı bölümlerde öğrenim gören öğrencilerin, alanlarında çok önemli ve yadsınamaz yere sahip olan tasarım derslerinin online eğitim sürecindeki durumu hakkındaki görüşlerini belirlemeyi amaçlayan çalışmanın katılımcılarını Eskişehir Teknik Üniversitesi Porsuk Meslek Yüksekokulu’nda 2020-2021 Güz ve Bahar Döneminde Masaüstü Yayıncılık dersini alan, daha önce de tasarım odaklı dersler aldığı bilinen Basım ve Yayım Teknolojileri Programı ile Grafik Tasarımı Programı öğrencileri oluşturmaktadır. Çalışma, mevcut durumun betimlendiği ve yarı yapılandırılmış görüşme yöntemi ile verilerin değerlendirildiği nitel durum çalışması olarak modellenmiştir. Veriler, 2020-2021 eğitim öğretim yılı bahar dönemi sonunda gerçekleştirilen yarı yapılandırılmış görüşme verilerinden oluşmaktadır. Elde edilen veriler Nvivo12 programı aracılığıyla tematik analiz şeklinde gerçekleştirilmiştir. Bu bağlamda “Online eğitimde teorik ve uygulamalı derslerin işlenişine ilişkin görüşler” ve “Online eğitimde gerçekleştirilen uygulamalı tasarım derslerine ilişkin görüşler” şeklinde iki ana temaya ulaşılmış ve değerlendirilmiştir. Çalışmada, literatürde yer alan ve farklı örneklem grupları ile yapılan diğer çalışmaların sonuçlarıyla paralel şekilde önlisans öğrencilerinde de sosyalleşme, motivasyon ve konsantrasyon eksikliği, malzeme temini, teknolojik yetersizlikler, donanım eksikliği konuları öne çıkan değerlendirmeler arasında yer almaktadır. Bununla birlikte farklı olarak önlisans öğrencilerinin istihdam edilebilirliği için çok önemli bir kazanım olan deneyim eksikliği yönündeki değerlendirmeler öne çıkmaktadır. Anahtar kelimeler: Tasarım eğitimi, Meslek Yüksekokulu, Online eğitim, Ön lisans Abstract The problem of the study is to question the effectiveness and efficiency of design courses conducted online during the pandemic period. The study aims to determine the opinions of students studying in design-oriented departments of Vocational school about the state of design courses, which have a very important and undeniable place in their field, in the online education process. Students who were studying at Eskişehir Technical University Porsuk Vocational School, including Printing and Publishing Technology Program, Graphic Design Program, who have studied Desktop Publishing in the fall and Spring period of 2020-2021 and have studied design-oriented courses before. The study is modelled as a qualitative case study in which the current situation is described, and the data are evaluated using a semi-structured interview method. The data consists of semi-structured interview data conducted at the end of the spring semester of the 2020-2021 academic year. The data obtained were carried out in the form of thematic analysis through the program of Nvivo 12. In this context, two main themes were reached and evaluated as” Opinions on the processing of theoretical and applied courses in online education” and “Opinions on applied design courses conducted in online education". As a result of the study, in parallel with the results of other studies in the literature and conducted with different sample groups, the issues of socialization, lack of motivation and concentration, material supply, technological inadequacies, and lack of equipment in associate degree students are among the prominent evaluations. However, on the other hand, evaluations in the direction of "lack of experience", which is a very important gain for the employability of associate degree students, come to the fore. Key words: Design education, Vocational School, Online education, Associate degree
