EFFECTIVE TEACHING METHODS IN VOCATIONAL EDUCATION: A SYSTEMATIC REVIEW
DOI:
https://doi.org/10.36563/bdppkw11Abstract
Vocational Education and Training (VET) plays a crucial role in preparing a competent workforce that is aligned with the demands of Industry 4.0 and digital transformation. However, the inconsistency of teaching methods and their inalignment with industry needs often undermine learning outcomes and readiness of graduates. This study systematically analyzes the types of effective teaching methods in Vocational Education (VE). Using the PRISMA protocol, 232 Scopus indexed articles were screened, and 22 studies met the PICOS inclusion criteria focusing on the effectiveness of teaching methods in VET. The results revealed seven dominant categories of effective methods, namely immersive learning and simulation, adaptive and AI-based learning, project-based learning and practicum, game-based learning, active collaborative learning, andragogy with visual communication, and Learning Process Orchestration and Design. These findings show that no single method is universally superior. Instead, the pedagogical synergy between the integration of technology, real-world practices, and adaptive design results in optimal outputs. The study underscores the need for institutional support, teacher training, and ongoing industry collaboration to achieve modern, innovative, and globally competitive VE.
Downloads
References
Abdulrasool, S. M., & Mishra, R. (2010). Teachers’ Attitude towards Integration of Computer Assisted Instructions in Teaching and Learning Process in CAD/CAM/CNC Module. The International Journal of Learning: Annual Review, 16(12), 137–148. https://doi.org/10.18848/1447-9494/CGP/v16i12/46790
Bejan, A., Xi, M., & Parker, D. L. (2020). Outcomes of a Safety and Health Educational Intervention in Auto Body and Machine Tool Technologies Vocational College Programs: The Technical Education Curricula for Health and Safety (TECHS) Study. Annals of Work Exposures and Health, 64(2), 185–201. https://doi.org/10.1093/annweh/wxz092
Bödding, R., Schriek, S. A., & Maier, G. W. (2025). A systematic review and meta-analysis of mixed reality in vocational education and training: examining behavioral, cognitive, and affective training outcomes and possible moderators. Virtual Reality, 29(1), 44. https://doi.org/10.1007/s10055-025-01118-z
Bruin, M., Tutlys, V., Ümarik, M., Loogma, K., Kaminskiené, L., Bentsalo, I., Väljataga, T., Sloka, B., & Buligina, I. (2025). Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion. Journal of Vocational Education & Training, 77(3), 706–727. https://doi.org/10.1080/13636820.2023.2283745
Chen, X., & Chan, S. (2024). Implementing digital pedagogy in TVET: A Connectivist perspective. Vocation, Technology & Education, 1(2). https://doi.org/10.54844/vte.2024.0595
Cui, Y., Li, M., & Luo, Y. (2025). Strategies for Conducting Blended Learning in VET: A Comparison of Award-Winning Courses and Daily Courses. Behavioral Sciences, 15(6), 787. https://doi.org/10.3390/bs15060787
Czakó, Á., & Győri, Á. (2017). Motiválás, ösztönzés a szakképzésben. Egyes pedagógiai eszközök ösztönző erejének tanulói megítélése társadalmi háttérváltozóik szerint. Szociológiai Szemle, 27(1), 4–29.
Genç, Z., & Aydemir, E. (2015). An alternative evaluation: online puzzle as a course-end activity. Interactive Technology and Smart Education, 12(3), 169–182. https://doi.org/10.1108/ITSE-04-2015-0008
González, Á., Pino-Yancovic, M., & Correa, F. (2025). Project-based learning in Chilean vocational secondary schools: the role of collaboration and collective agency for successful implementation. Journal of Vocational Education & Training, 1–17. https://doi.org/10.1080/13636820.2025.2507586
Hasan Maksum, Wawan Purwanto, Siman, Selamat Triono, & Hanapi Hasan. (2025). Enhancing Student Achievement through a Digital Learning Module: The TEFA-T Model in a Teaching Factory of Automotive Vocational Education. International Journal of Interactive Mobile Technologies (IJIM), 19(06), 115–127. https://doi.org/10.3991/ijim.v19i06.53799
Hatısaru, V., & Küçükturan, A. G. (2009). Vocational and technical education problem-based learning exercise: Sample scenario. Procedia - Social and Behavioral Sciences, 1(1), 2151–2155. https://doi.org/10.1016/j.sbspro.2009.01.378
He, F., & Jen, T. H. (2025). Analyzing the effectiveness of teaching methods and strategies in developing teacher competence in vocational education. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202528505
Jalinus, N., Syahril, Haq, S., & Kassymova, G. K. (2023). Work-based learning for the engineering field in vocational education: Understanding concepts, principles and best practices. Journal of Engineering Researcher and Lecturer, 2(1), 9–17. https://doi.org/10.58712/jerel.v2i1.22
Kablitz, D. (2025). Bridging Theory and Practice with Immersive Virtual Reality: A Study on Transfer Facilitation in VET. Education Sciences, 15(8), 959. https://doi.org/10.3390/educsci15080959
Klassen, J. (2025). International organisations in vocational education and training: a literature review. Journal of Vocational Education & Training, 77(3), 792–818. https://doi.org/10.1080/13636820.2024.2320895
Koçoğlu, A., & Kanadlı, S. (2025). The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study. Educational Research Review, 48, 100690. https://doi.org/10.1016/j.edurev.2025.100690
Kuril, S., Gupta, V., & Chand, V. S. (2021). Relationship between negative teacher behaviors and student engagement: Evidence from India. International Journal of Educational Research, 109, 101858. https://doi.org/10.1016/j.ijer.2021.101858
Li, Q., Wang, F., Lai, D., Deng, H., & Fu, L. (2023). Study on the application effect of intelligent teaching platform combined with video feedback teaching method in community health service course of connecting nursing specialty in secondary and higher vocational schools. Chinese Journal of Nursing Education, 20(12), 1459–1464.
Liu, H., Tan, W., Gong, J., & Hu, P. (2021). Teaching System of Embedded Mechanical Manufacturing Specialty Based on Deep Learning. Mobile Information Systems, 2021, 1–11. https://doi.org/10.1155/2021/9936385
Liu, Y., & Song, J. (2025). Research on Real-time Dynamic Adjustment Strategy of Industry-Teaching Integration Practical Training Process in Higher Vocational Education Based on Reinforcement Learning. Journal of Combinatorial Mathematics and Combinatorial Computing, 127a. https://doi.org/10.61091/jcmcc127a-179
López, F., Contreras, M., Nussbaum, M., Paredes, R., Gelerstein, D., Alvares, D., & Chiuminatto, P. (2023). Developing Critical Thinking in Technical and Vocational Education and Training. Education Sciences, 13(6), 590. https://doi.org/10.3390/educsci13060590
Lou, S.-J., Guo, Y.-C., Zhu, Y.-Z., Shih, R.-C., & Dzan, W.-Y. (2011). Applying computer-assisted musical instruction to music appreciation course: An example with Chinese musical instruments. Turkish Online Journal of Educational Technology-TOJET, 10(1), 45–57.
Magagula, M. M., & Awodiji, O. A. (2024). The implications of the fourth industrial revolution on technical and vocational education and training in South Africa. Social Sciences & Humanities Open, 10, 100896. https://doi.org/10.1016/j.ssaho.2024.100896
Marín-Marín, J.-A., Soler-Costa, R., Moreno-Guerrero, A.-J., & López-Belmonte, J. (2020). Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources. Nutrients, 12(11), 3475. https://doi.org/10.3390/nu12113475
Nwineh, L., & Okwelle, P. C. (2018). Acquisition of practical skills in domestic electrical installation: Computer simulation versus demonstration approach. Journal of Technical Education and Training, 10(1).
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
Peña, A. Dela. (2025). Digital learning platforms in aircraft maintenance technology: Evaluating the effectiveness of gamified learning approaches. Research in Learning Technology, 33. https://doi.org/10.25304/rlt.v33.3373
Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The Titans of Bibliographic Information in Today’s Academic World. Publications, 9(1), 12. https://doi.org/10.3390/publications9010012
PURNOMO, P., -, T., ROMLİE, M., & DİKA, J. (2020). Comparation: Learning Results Engineering Mechanics Using Conventional Learning Model and Learning Cycle in Vocational High School. Journal for the Education of Gifted Young Scientists, 8(1), 393–406. https://doi.org/10.17478/jegys.668031
Rafiq, A. A., Triyono, M. B., & Djatmiko, I. W. (2023). The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement. International Journal of Instruction, 16(1), 659–684. https://doi.org/10.29333/iji.2023.16137a
Rahdiyanta, D., Nurhadiyanto, D., & Munadi, S. (2019). The Effects of Situational Factors in the Implementation of Work-Based Learning Model on Vocational Education in Indonesia. International Journal of Instruction, 12(3), 307–324. https://doi.org/10.29333/iji.2019.12319a
Rahim, B., Ambiyar, A., Waskito, W., Fortuna, A., Prasetya, F., Andriani, C., Andriani, W., Sulaimon, J., Abbasinia, S., Luthfi, A., & Salman, A. (2024). Effectiveness of Project-Based Learning in Metal Welding Technology Course with STEAM Approach in Vocational Education. TEM Journal, 1481–1492. https://doi.org/10.18421/TEM132-62
Rzanova, S., Yushchik, E., Markova, S., & Sergeeva, A. (2024). Impact of virtual reality technologies in the context of the case method on engineering students’ competencies. Education and Information Technologies, 29(6), 7341–7359. https://doi.org/10.1007/s10639-023-12123-7
Sakdapat, N. (2024). Approaches for sustainable professional skill development for vocational education students in Thailand. F1000Research, 13, 401. https://doi.org/10.12688/f1000research.146802.1
Sami Ur Rehman, M., Abouelkhier, N., & Shafiq, M. T. (2023). Exploring the Effectiveness of Immersive Virtual Reality for Project Scheduling in Construction Education. Buildings, 13(5), 1123. https://doi.org/10.3390/buildings13051123
Suharno, Pambudi, N. A., & Harjanto, B. (2020). Vocational education in Indonesia: History, development, opportunities, and challenges. Children and Youth Services Review, 115, 105092. https://doi.org/10.1016/j.childyouth.2020.105092
Sukardi, Candra, O., Mirshad, E., Zaus, M. A., & Islami, S. (2025). Leveraging Smart Home Training Kits as an Innovative Educational Tool to Foster Higher-Order Thinking Skills. Data and Metadata, 4, 476. https://doi.org/10.56294/dm2025476
Triono Ahmad, S., Watrianthos, R., Dwinggo Samala, A., Muskhir, M., & Dogara, G. (2023). Project-based Learning in Vocational Education: A Bibliometric Approach. International Journal of Modern Education and Computer Science, 15(4), 43–56. https://doi.org/10.5815/ijmecs.2023.04.04
van Schaik, M., Terwel, J., & van Oers, B. (2014). Representations in simulated workplaces. International Journal of Technology and Design Education, 24(4), 391–417. https://doi.org/10.1007/s10798-014-9261-4
Yoto, Marsono, Suyetno, A., Mawangi, P. A. N., Romadin, A., & Paryono. (2024). The role of industry to unlock the potential of the Merdeka curriculum for vocational school. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2335820
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
