Visual programming for digital competency development in vocational education and training teachers
A pilot feasibility study with implications for post-compulsory education
Bibliographic Data
| ID | 22422077 |
|---|---|
| Authors | Anton Subarno (0000-0003-1447-7603, Sebelas Maret University, corresponding author) |
| Year | 2026 |
| Volume | 31 |
| Issue | 2 |
| Pages | 365-390 |
| Publication date | 2026-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in Post-Compulsory Education (JOURNAL) |
| Journal identifiers | ISSN: 1359-6748 • E-ISSN: 1747-5112 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13596748.2026.2647629 |
| OpenAlex | W7151553541 |
| Language | EN |
| References cited | 29 |
Industry 4.0 necessitates enhanced digital competencies among vocational education and training (VET) teachers globally; however, significant gaps in technology integration persist, particularly in developing countries where resource constraints demand innovative solutions. This pilot feasibility study explores visual programming platforms as an accessible approach to enhancing VET teachers’ digital competencies, with implications for broader post-compulsory education contexts. A single-group pre-post design was implemented with 20 VET office administration teachers from Indonesia over eight weeks, using Thunkable-based programming. Digital competencies were measured using a validated 40-item instrument encompassing foundational concepts, design capabilities, programming logic, and educational content integration. Analysis revealed significant improvement from pre-test to post-test, with a medium effect size. The strongest improvements occurred in foundational concepts and design capabilities. Cost-effectiveness analysis demonstrated substantial advantages compared to international programmes. However, a quarter of participants exhibited negative response patterns associated with technology anxiety. While the single-group design limits causal inference, preliminary findings suggest that visual programming platforms may offer cost-effective approaches to enhancing VET teachers’ digital competencies when appropriately adapted to local contexts, warranting controlled studies across diverse post-compulsory education environments.
Apprenticeship · Job training · On-the-job training · Vocational education · Digital literacy in education · Educational Leadership and Innovation · Literacy, Media, and Education
Empirical Benchmarks for Interpreting Effect Sizes in Research
Professional Development and Teacher Change
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
Supporting digital competency development for vocational education student teachers in distance education
The necessity of vocational educational changes as perceived by Estonian vocational teachers
Developing early career teachers’ professional digital competence
Factors influencing teachers’ intention to use technology
Those Who Understand
I could replicate the situation exactly the same as I do in class’
| Citation velocity | historical |
|---|---|
| Highly cited | No |