The kind of curriculum we need to develop integrated skills in technical and vocational training
Bibliographic Data
| ID | 22412299 |
|---|---|
| Authors | Morteza Karami (0000-0002-7161-9500, Ferdowsi University of Mashhad), Mehrnaz Sadat Rezvanian (0009-0002-1450-7796, Ferdowsi University of Mashhad) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Education + Training (JOURNAL) |
| Journal identifiers | ISSN: 0040-0912 • E-ISSN: 1758-6127 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/et-04-2025-0280 |
| OpenAlex | W7166726635 |
| Language | EN |
| References cited | 34 |
Purpose Technical and vocational education and training (TVET) plays a critical role in preparing learners for participation in the labor market by integrating practical skills with professional competencies. This study aimed to explore experts' experiences in technical and vocational curriculum development in order to design a holistic curriculum model for formal technical and vocational education. Design/methodology/approach A qualitative research design was employed using in-depth semi-structured interviews with ten curriculum specialists and technical and vocational education experts in Iran. Participants were selected through purposive snowball sampling. Data were analyzed through systematic coding to identify key curriculum dimensions and components. Findings The findings led to the design of a holistic curriculum model grounded in a task-based approach, in which learning tasks function as the central organizing element of instruction. The analysis identified five interrelated curriculum dimensions – curriculum approach, needs analysis, curriculum structure, teaching method and evaluation – comprising sixteen components. The results emphasize the integration of technical and non-technical competencies, modular curriculum organization, coaching-oriented teaching practices and employer-involved assessment processes. Originality/value The findings suggest that task-based holistic learning environments can strengthen the connection between classroom learning and workplace practice, thereby supporting learning transfer and employability. Future research should empirically examine the implementation of the proposed model in instructional settings.
Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Emergent curriculum · Grounded theory · Qualitative research · Vocational education · Higher Education and Employability · Innovative Education and Learning Practices · Vocational Education and Training
| Highly cited | No |
|---|