Implementing digital pedagogy in TVET: A Connectivist perspective

Abstract

This study explores the application of digital pedagogies in technical and vocational education and training (TVET) from the perspective of Connectivism, focusing on five widely adopted methods: blended learning, simulation-based learning, game-based learning, flipped classroom, and precision teaching. By analyzing curriculum standards and case studies from Shenzhen Polytechnic University, the research examines how TVET educators implement these methods across various contexts, highlighting their common characteristics and advantages. It evaluates their effectiveness in promoting autonomous learning, providing technical support, and enhancing educational collaboration, integrating them into the core principles of Connectivism. The findings indicate that, under Connectivism, digital pedagogies significantly enhance TVET's flexibility and effectiveness, offering richer and more personalized learning experiences. However, challenges such as disparities in technological resources, fragmentation of knowledge, and the need for teachers to enhance their digital literacy persist. The study proposes potential strategies and recommendations to address these issues, providing valuable insights for future educational practices and research.