Harnessing TVET for New Literacies: An Experimental Study on Enhancing 21st Century Competencies
Keywords:
TVET; new literacies; 21st-century skills; higher-order thinking; digital citizenshipAbstract
This study examined how integrating Technical-Vocational Education and Training (TVET) enhances new literacies and 21st-century skills among Bachelor of Technology and Livelihood Education (BTLEd) students. Guided by selected Course Learning Outcomes (CLOs), the research focused on three areas: (1) applying digital, media, and information literacy in instructional design, (2) using critical thinking, creativity, collaboration, and communication in teaching strategies, and (3) developing learning resources and assessment tools that promote higher-order thinking, responsible digital citizenship, and lifelong learning. Using a proper experimental design, the researchers randomly assigned 60 third-year BTLEd students into an experimental group with TVET-based instruction and a control group with traditional instruction. Quantitative results showed that the experimental group significantly outperformed the control group in all CLOs, demonstrating enhanced digital competence, application of the 4Cs, and production of high-quality learning materials. Qualitative insights revealed that TVET encouraged practical problem-solving, technological fluency, teamwork, and social responsibility. The study confirms that TVET effectively prepares pre-service teachers for 21st-century classrooms, equipping them with the skills, confidence, and adaptability needed to navigate complex learning environments and contribute meaningfully to lifelong learning and professional practice in a knowledge-driven society.
https://doi.org/10.26803/ijlter.24.11.7
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