A Survey of Technical and Vocational Students’ Motivation, Style and Achievement in Information Technology and Society Courses

Wu, Pai-Lu; Hsiao, Hsi-Chi; Wu, Wen‐Hsiung; Lin, Che-Hung; Huang, Sih-Han

doi:10.18848/1447-9494/cgp/v17i08/47168

Cited by 2 publications

(1 citation statement)

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“…The 21st century learning strategy focuses more emphasis on the incorporation of technology to create students who possess the quality of critical thinking and technical literacy. The use of computer and information technology, as well as a multidiscipline learning model based on technological innovation, have all contributed significantly to improving the quality of TVET students, which is able to encourage the participation of more students in the TVET system (Almeida & Moldovan, 2014;Azid et al, 2023;Badawi & Drăgoicea, 2023;Divayana et al, 2021b;Hochmuth et al, 2022;Maksum et al, 2022;Muchlas et al, 2023;Ogbuanya & Onele, 2018;Samah et al, 2022;Shapiro et al, 2017;Ulfatin et al, 2022;Wu et al, 2010;Zaikov et al, 2021). This factor, along with recent advances in technology, has a significant impact on the pace that the community's economy is expanding.…”

Section: Resultsmentioning

confidence: 99%

TVET Educational Learning Strategies and their Impact on Students: A Systematic Literature Review

Tshong,

Yasin

2023

IJARBSS

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Inequality of participation and access to quality education for disadvantaged students in the TVET education system is an issue that is often reported by researchers around the world. Learning strategies play an important role in increasing student participation. This systematic literature review was conducted to identify the impact of TVET education learning strategies, analyses the impact and adapt appropriate learning strategies in increasing the participation of urban and rural students to reduce the inequality of access in TVET education. A thematic analysis through 22 papers were selected from Scopus, Web of Science (WOS), ERIC, and Science Direct databases under the guidance of the PRISMA procedure specifically in comparing the TVET learning strategies best practices and the impact of the diversity of learning strategies that practiced. The finding of this SLR review reveals that job-based learning dominates TVET education, and that technology integration has a significant impact on current trends in industry demand. Therefore, the proposal to use the integration of technology in the existing TVET education needs to be considered to increase the participation of urban students as well as the access of rural and rural students as well as improve the development of human resources in achieving the SDGs.

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