How does the learning environment support vocational student learning of domain-general competencies?

Studies and policy reports worldwide argue that a modern employee must possess domain-general competencies to become employed. However, competency studies within upper-secondary initial vocational education and training are scarce. Therefore, this study aimed to scrutinise this topic and examined how the experienced learning environment contributes to student learning of competencies. Study participants were students in automotive engineering, mechanical and metal engineering, electrical and automation engineering and building service technology. The data were collected with an online questionnaire and analysed statistically using structural equation modelling. The research findings indicate firstly that eight competency domains could be recognised: work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Secondly, students' experienced learning environment was characterised by social support and recognition provided by educators, equal treatment between students and a positive climate for learning. Thirdly, the quality of the experienced learning environment contributed to learning of competencies. The research findings enhance the scientific and societal discussion about vocational graduate competencies and to what extent the experienced learning environment contributes to the learning of competencies.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12186-023-09318-x.

Effectiveness of an app-based intervention to reduce substance use, gambling, and digital media use in vocational school students: study protocol for a randomized controlled trial

BACKGROUND

Substance-related and addictive disorders are among the most common mental disorders in adolescence and young adulthood. Vocational school students are a risk group for problematic substance use and addictive behavior. However, the availability of evidence-based prevention concepts and programs is underdeveloped in the vocational school setting.

METHODS/DESIGN

A two-arm cluster randomized waitlist-controlled trial will be conducted to evaluate the effectiveness of an app-based intervention to decrease substance use, gambling, and digital media use in vocational school students in Germany. Vocational students will participate in an app-based intervention that is designed to support voluntary commitment to abstain from or reduce substance or digital media use over a period of 2 weeks. The "education-as-usual" control arm will have access to the intervention after data collection is completed. One of the primary outcome measures will be the use of alcohol, nicotine, and digital media 30 days after the intervention. Several secondary outcome measures will also be included, such as cannabis consumption, gambling, symptoms of stress, physical activity, mindfulness, well-being, impulsivity and sensation seeking, and readiness to change. A total of 4500 vocational students from 225 classes will be recruited and randomized across three German federal states.

DISCUSSION

This study protocol describes the design of an RCT testing the effectiveness of an app-based intervention to reduce addictive behaviors in vocational school students. It is expected that this approach will be feasible for and effective in the vocational school setting and that the study provides comprehensive information on the key factors involved in temporary abstaining or reducing substance or digital media use.

TRIAL REGISTRATION

German Clinical Trials Register DRKS00023788 . Registered on 20 January 2021.

Does entrepreneurship education promote vocational students' entrepreneurial mindset?

This paper aims to explore how entrepreneurship education determines students' entrepreneurial intentions as well as examine the emerging role of the entrepreneurial mindset in supporting this relationship. A quantitative method was applied to gain a better understanding of the relationship between variables utilizing Structural Equation Modeling (SEM) based variance Partial Least Square (PLS). The participants of this study were recruited from several vocational students in East Java of Indonesia by using an online survey. The findings indicate that entrepreneurship education positively influences both students' entrepreneurial intentions and an entrepreneurial mindset. It also reveals a robust correlation between entrepreneurship mindset and students' entrepreneurship intentions. Lastly, this study's finding shows that the entrepreneurship mindset has successfully mediated the relationship between entrepreneurial education and students' entrepreneurial intention.