Digital skills in vocational education and training: Investigating the impact of Erasmus, digital tools, and educational platforms
Vol 8, Issue 8, 2024
VIEWS - 230 (Abstract) 111 (PDF)
Abstract
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.
Keywords
Full Text:
PDFReferences
Allmann, K., & Blank, G. (2021). Rethinking digital skills in the era of compulsory computing: Methods, measurement, policy and theory. Information, Communication & Society, 24(5), 633–648. https://doi.org/10.1080/1369118X.2021.1874475
Alonso De Castro, M. G., & García-Peñalvo, F. J. (2023). Systematic review of Erasmus + projects labelled as good practice and related to e-learning and ICT: Some case studies. Heliyon, 9(12), e22331. https://doi.org/10.1016/j.heliyon.2023.e22331
Asghar, M. Z., Afzaal, M. N., Iqbal, J., et al. (2022). Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches. Sustainability, 14(21), 13906. https://doi.org/10.3390/su142113906
Backes-Gellner, U., & Lehnert, P. (2021). The Contribution of Vocational Education and Training to Innovation and Growth. In: Backes-Gellner, U., & Lehnert, P. (editors). Oxford Research Encyclopedia of Economics and Finance. Oxford University Press. https://doi.org/10.1093/acrefore/9780190625979.013.653
Belaya, V. (2018). The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches. Journal of Education and Learning, 7(5), 92. https://doi.org/10.5539/jel.v7n5p92
Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020). Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement? Journal of Educational Psychology, 112(4), 765–781. https://doi.org/10.1037/edu0000405
Bhatti, M., Mat Saat, S., Aleidan, M., et al. (2022). Are Business Graduates’ Employability Skills and Learning/Teaching Techniques Universal? Exploring the Role of Culture: A Comparative Study among Australia, China, Pakistan, and Saudi Arabia. Sustainability, 14(5), 3069. https://doi.org/10.3390/su14053069
Bilbao, N., Garay, U., Romero, A., et al. (2021). The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education. Sustainability, 13(4), 1810. https://doi.org/10.3390/su13041810
Blažič, B. J., & Blažič, A. J. (2020). Overcoming the digital divide with a modern approach to learning digital skills for the elderly adults. Education and Information Technologies, 25(1), 259–279. https://doi.org/10.1007/s10639-019-09961-9
Burns, E., Silvennoinen, E., Kopnov, V. A., et al. (2020). Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia. The Education and Science Journal, 22(9), 174–203. https://doi.org/10.17853/1994-5639-2020-9-174-203
Caves, K. M., & Baumann, S. (2018). Getting there from here: A literature review of VET reform implementation. ETH Zurich. https://doi.org/10.3929/ETHZ-B-000257741
Cheung, M. W. L. (2019). Some reflections on combining meta‐analysis and structural equation modeling. Research Synthesis Methods, 10(1), 15–22. https://doi.org/10.1002/jrsm.1321
Clipa, O. (2021). Challenges in Education—Policies, Practice and Research. Peter Lang. https://doi.org/10.3726/9783631868614.003.0010
Digital Skills and Jobs Platform. (2021). Available online: https://digital-skills-jobs.europa.eu/en/opportunities/funding/erasmus-programme (accessed on 2 June 2023).
Drydakis, N. (2022). Improving Entrepreneurs’ Digital Skills and Firms’ Digital Competencies through Business Apps Training: A Study of Small Firms. Sustainability, 14(8), 4417. https://doi.org/10.3390/su14084417
Eiríksdóttir, E. (2020). Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) System. Education Sciences, 10(11), 314. https://doi.org/10.3390/educsci10110314
European Centre for the Development of Vocational Training. (2019). Empowering adults through upskilling and reskilling pathways. Volume 1, Adult population with potential for upskilling and reskilling: Executive summary. Publications Office. https://doi.org/10.2801/426869
European Commission. (2016). Available online: https://ec.europa.eu/social/main.jsp?catId=1223 (accessed on 2 June 2023).
European Commission. (2020). Available online: https://ec.europa.eu/social/main.jsp?catId=1146&langId=en (accessed on 2 June 2023).
European Commission. (2023a). Available online: https://ec.europa.eu/social/main.jsp?catId=1326&langId=en (accessed on 2 June 2023).
European Commission. (2023b). Available online: https://commission.europa.eu/strategy-and-policy/priorities-2019-2024/europe-fit-digital-age/european-year-skills-2023_en (accessed on 2 June 2023).
European Commission, Joint Research Centre. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Publications Office. https://doi.org/10.2760/00963
Eynon, R. (2021). Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults. British Educational Research Journal, 47(1), 146–162. https://doi.org/10.1002/berj.3686
Fernández-Salinero, C., Rodríguez-Pérez, S., Carrasco-Temiño, M. A., et al. (2024). Comparison of Dual VET Models in Spain: Analysing Educational Quality from the Perspective of Educational Centres. Education Sciences, 14(7), 779. https://doi.org/10.3390/educsci14070779
Fierli, C., Roverselli, C., & Olmedo-Moreno, E. (2024). Non-Formal Education for the Inclusion of Unaccompanied Migrant Children in Italy. Education Sciences, 14(7), 781. https://doi.org/10.3390/educsci14070781
García-Delgado, M. Á., Rodríguez-Cano, S., Delgado-Benito, V., et al. (2023). Digital Teaching Competence among Teachers of Different Educational Stages in Spain. Education Sciences, 13(6), 581. https://doi.org/10.3390/educsci13060581
García-Fuentes, J., & Navarro-Granados, M. (2024). Dual Vocational Training Students in Andalusia: Perspectives and Challenges. Societies, 14(7), 117. https://doi.org/10.3390/soc14070117
Guenther, P., Guenther, M., Ringle, C. M., et al. (2023). Improving PLS-SEM use for business marketing research. Industrial Marketing Management, 111, 127–142. https://doi.org/10.1016/j.indmarman.2023.03.010
Gupta, S. L., Mittal, A., Singh, S., et al. (2024). Demand-driven approach of vocational education and training (VET) and experiential learning: A thematic analysis through systematic literature review (SLR). Asian Education and Development Studies, 13(1), 45–63. https://doi.org/10.1108/AEDS-07-2023-0083
Hämäläinen, R., De Wever, B., Malin, A., et al. (2015). Education and working life: VET adults’ problem-solving skills in technology-rich environments. Computers & Education, 88, 38–47. https://doi.org/10.1016/j.compedu.2015.04.013
Haputhanthrige, V., Asghar, I., Saleem, S., et al. (2024). The Impact of a Skill-Driven Model on Scrum Teams in Software Projects: A Catalyst for Digital Transformation. Systems, 12(5), 149. https://doi.org/10.3390/systems12050149
Harris, R., & Clayton, B. (2020). The value of vocational education and training. International Journal of Training Research, 18(3), 185–190. https://doi.org/10.1080/14480220.2020.1860309
Jackman, J. A., Gentile, D. A., Cho, N. J., et al. (2021). Addressing the digital skills gap for future education. Nature Human Behaviour, 5(5), 542–545. https://doi.org/10.1038/s41562-021-01074-z
Khalaf Sakr, A. M., Abadel, R. T. T., & Al Saati, M. Y. (2024). Sociodemographic characteristics and their relationship to the level of acceptance of digital work culture among young people: A field study on a sample of young job seekers in Emirati society. Journal of Infrastructure, Policy and Development, 8(5), 3824. https://doi.org/10.24294/jipd.v8i5.3824
Kibrit, G., Altinay, F., Dagli, G., et al. (2022). Evaluation of Sustainability and Accessibility Strategies in Vocational Education Training. Sustainability, 14(19), 12061. https://doi.org/10.3390/su141912061
Larsen, C., Kipper, J., Schmid, A., et al. (2022). The Relevance of Artificial Intelligence in the Digital and Green Transformation of Regional and Local Labour Markets Across Europe: Perspectives on Employment, Training, Placement, and Social Inclusion. Nomos Verlagsgesellschaft mbH & Co. KG. https://doi.org/10.5771/9783957104113
Li, J., & Pilz, M. (2023). International transfer of vocational education and training: A literature review. Journal of Vocational Education & Training, 75(2), 185–218. https://doi.org/10.1080/13636820.2020.1847566
Liu, X., Wang, K., Luo, D., et al. (2024). Studies on the quantification and time-sequence development of integration of industry and education level in higher vocational education-based on the panel data of China’s provincial from 2016 to 2022. Journal of Infrastructure, Policy and Development, 8(6), 6292. https://doi.org/10.24294/jipd.v8i6.6292
Livingstone, S., Mascheroni, G., & Stoilova, M. (2023). The outcomes of gaining digital skills for young people’s lives and wellbeing: A systematic evidence review. New Media & Society, 25(5), 1176–1202. https://doi.org/10.1177/14614448211043189
Lopes, A. S., Sargento, A., & Farto, J. (2023). Training in Digital Skills—The Perspective of Workers in Public Sector. Sustainability, 15(13), 10577. https://doi.org/10.3390/su151310577
Martins, P. C., Tinoca, L., & Alves, M. G. (2024). On the effects of Erasmus + KA 1 mobilities for continuing professional development in teachers’ biographies: A qualitative research approach with teachers in Portugal. International Journal of Educational Research Open, 7, 100368. https://doi.org/10.1016/j.ijedro.2024.100368
McGrath, S., & Yamada, S. (2023). Skills for development and vocational education and training: Current and emergent trends. International Journal of Educational Development, 102, 102853. https://doi.org/10.1016/j.ijedudev.2023.102853
Merino, R., Valls, O., & Sánchez-Gelabert, A. (2021). Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education. Education Sciences, 11(3), 101. https://doi.org/10.3390/educsci11030101
Mihajlović, I., Djevojić, C., & Stanković, M. (2024). Digital skills as sustainable frame of human resource competitiveness: A comparative approach. Journal of Infrastructure, Policy and Development, 8(7), 4571. https://doi.org/10.24294/jipd.v8i7.4571
Milenkova, V., Keranova, D., & Peicheva, D. (2020). Digital Skills and New Media and Information Literacy in the Conditions of Digitization. In: Karwowski, W., Ahram, T., & Nazir S. (editors). Advances in Human Factors in Training, Education, and Learning Sciences. Springer International Publishing. https://doi.org/10.1007/978-3-030-20135-7_6
Moldovan, L. (2018). Framework indicators for European quality assurance in VET towards environmentally sustainable economy. Procedia Manufacturing, 22, 990–997. https://doi.org/10.1016/j.promfg.2018.03.141
Mostova, A., & Taranenko, I. (2023). Digital Transformation of Business and Society: The Role of Digital Skills. Eastern Europe: Economy, Business and Management, 4(41). https://doi.org/10.32782/easterneurope.41-8
Noguera, I., Barrientos, D., Torres-Sánchez, M., et al. (2024). Exploring Pedagogical and Digital Practices in Vocational Education and Training: Comparing Teacher and Student Perspectives. Education Sciences, 14(7), 734. https://doi.org/10.3390/educsci14070734
Organ, J., Machado, A. M., O’Brien, S. M., et al. (2023). Digital Futures Challenge-Based Learning in Higher Education in Europe: The DIFUCH Erasmus + Project. IFAC-PapersOnLine, 56(2), 9948–9953. https://doi.org/10.1016/j.ifacol.2023.10.694
Ozilhan Ozbey, D., Coskun Degirmen, G., Berk, O. N., et al. (2024). Green Core Competencies, Green Process Innovation, and Firm Performance: The Moderating Role of Sustainability Consciousness, a Mixed Method Study on Golf Hotels. Sustainability, 16(10), 4181. https://doi.org/10.3390/su16104181
Pozo-Llorente, M. T., & Poza-Vilches, M. D. F. (2020). Conditioning Factors of Sustainability of Dual Vocational Educational Training in Andalusia (Spain): Case Study of Three Educational Centres. Sustainability, 12(22), 9356. https://doi.org/10.3390/su12229356
Różewski, P., Kieruzel, M., Lipczyński, T., et al. (2021). Framework of Visual Literacy Competences for Engineering Education Discussed in the Scope of DigComp framework with Examples from Educational R&D Projects. Procedia Computer Science, 192, 4441–4447. https://doi.org/10.1016/j.procs.2021.09.221
Sá, M. J., Santos, A. I., Serpa, S., et al. (2021). Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society. Sustainability, 13(17), 9564. https://doi.org/10.3390/su13179564
Sánchez Prieto, J., Trujillo Torres, J. M., Gómez García, M., et al. (2020). Gender and Digital Teaching Competence in Dual Vocational Education and Training. Education Sciences, 10(3), 84. https://doi.org/10.3390/educsci10030084
Sarı, T., & Aypay, A. (2024). A Bibliometric Study of Issues in Educational Policy. Education Sciences, 14(6), 568. https://doi.org/10.3390/educsci14060568
Saúde, S., Barros, J. P., & Almeida, I. (2024). Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions. Social Sciences, 13(8), 410. https://doi.org/10.3390/socsci13080410
ScienceDirect. (2024). Available online: https://www.sciencedirect.com/search?qs=Vocational%20Educational%20Training (accessed on 2 June 2023).
ScienceDirect/Digital Skills. (2024). ScienceDirect. Available online: https://www.sciencedirect.com/search?qs=Digital%20Skills (accessed on 2 June 2023).
Seo, W., & Lee, C. (2024). Why Do Vocational High School Students Opt for College? Education Sciences, 14(5), 534. https://doi.org/10.3390/educsci14050534
Seyffer, S., Hochmuth, M., & Frey, A. (2022). Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET). Sustainability, 14(13), 7692. https://doi.org/10.3390/su14137692
Sihombing, T., & Lumbantobing, R. D. H. (2024). Digital technology adoption for village public administration—Evidence from Indonesia. Journal of Infrastructure, Policy and Development, 8(4). https://doi.org/10.24294/jipd.v8i4.3444
Smith, E., McRae, K., Semple, G., et al. (2021). Enhancing Vocational Training in the Post-COVID Era through Mobile Mixed Reality. Sustainability, 13(11), 6144. https://doi.org/10.3390/su13116144
Teixeira, J., Alves, S., Mariz, P., et al. (2023). Decision support system for the selection of students for Erasmus+ short-term mobility. International Journal of Educational Management, 37(1), 70–84. https://doi.org/10.1108/IJEM-03-2022-0101
Tomczyk, Ł. (2021). Declared and Real Level of Digital Skills of Future Teaching Staff. Education Sciences, 11(10), 619. https://doi.org/10.3390/educsci11100619
Tsarapkina, J., Anisimova, A., Mironov, A., et al. (2022). Digital transformations in education as a component of professional retraining of students over 50 years old. In: Proceedings of the II International Scientific Conference on Advances in Science, Engineering and Digital Education: (ASEDU-II 2021). https://doi.org/10.1063/5.0104617
Tudevdagva, U., Omboosuren, B., & Hardt, W. (2021). Data Processing Based on the Structure Oriented Evaluation Online Tool from SERVQUAL Model. In: Kravets, A. G., Shcherbakov, M., Parygin, D., et al. (editors). Creativity in Intelligent Technologies and Data Science. Springer International Publishing. https://doi.org/10.1007/978-3-030-87034-8_32
UNESCO. (2016). UNEVOC Publications. Available online: https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=5986 (accessed on 2 June 2023).
UNESCO. (2023). Generative AI Future. Available online: https://www.unesco.org/en/articles/skills-generative-ai-future-work-insights-and-strategies (accessed on 2 June 2023).
Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., et al. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. SAGE Open, 10(1), 215824401990017. https://doi.org/10.1177/2158244019900176
Veres, M. M., Veres, C., Rauca, A. M., et al. (2021). Research on Qualified Vocational Training Development in the Context of Digitalization. In: Proceedings of the 14th International Conference on Interdisciplinarity in Engineering—INTER-ENG 2020. https://doi.org/10.3390/proceedings2020063068
Wismansyah, A. R., Kadir, A. R., Baja, S., et al. (2024). Sustainable vocational education models for industrial revolution role in development of job market absorption in Tangerang City, Indonesia. Journal of Infrastructure, Policy and Development, 8(6), 3958. https://doi.org/10.24294/jipd.v8i6.3958
Wongmonta, S. (2023). Revisiting the wage effects of vocational education and training (VET) over the life cycle: The case of Thailand. International Journal of Educational Development, 103, 102886. https://doi.org/10.1016/j.ijedudev.2023.102886
Yang, C., Kaiser, F., Tang, H., et al. (2023). Sustaining the Quality Development of German Vocational Education and Training in the Age of Digitalization: Challenges and Strategies. Sustainability, 15(4), 3845. https://doi.org/10.3390/su15043845
Yang, W., Chinedu, C. C., Chen, W., et al. (2024). Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy. Sustainability, 16(9), 3535. https://doi.org/10.3390/su16093535
DOI: https://doi.org/10.24294/jipd.v8i8.8415
Refbacks
Copyright (c) 2024 Ioannis Zervas, Emmanouil Stiakakis
License URL: https://creativecommons.org/licenses/by/4.0/
This site is licensed under a Creative Commons Attribution 4.0 International License.