Embracing the digital transformation in technical and vocational education
The rapid evolution of digital technologies has profoundly reshaped educational paradigms across various sectors, including technical and vocational education and training (TVET). Enhancing the deep integration of digital technology with TVET and improving the level of digital transformation in TVET are inevitable trends for the high-quality development of higher TVET in the future.
This transformation is driven by the need to enhance the relevance, accessibility, and effectiveness of TVET training in a digital age. As digital tools and platforms become integral to educational methodologies, TVET institutions face the critical challenge of aligning their pedagogical strategies with the technological advancements that characterize modern workplaces. Innovative digital teaching models can effectively improve both student learning outcomes and teaching quality, providing innovative approaches and strategies for the digital transformation in TVET.
In this context, exploring the application of digital pedagogy in TVET, particularly from the perspective of Connectivism, holds significant theoretical and practical implications. Connectivism, as an emerging learning theory, emphasizes that knowledge is distributed and dynamically changes through networks and that learning is a process built on various connections. Unlike traditional learning theories, Connectivism places particular emphasis on the construction of learning networks and the pivotal role of digital technology in education.
Shenzhen Polytechnic University (SZPU), a leading institution in China’s TVET sector, has actively embraced and implemented various digital pedagogical methods in its pursuit of digital transformation to enhance educational quality and student learning experiences. This study focuses on five digital pedagogical methods employed by SZPU: blended learning, simulation-based learning (SBL), game-based learning (GBL), flipped classroom, and precision teaching. Through detailed analysis of these methods, this article aims to explore their application in the TVET context and their common characteristics from a Connectivist perspective.
Connectivism: A modern learning theory for the digital age
Connectivism, a learning theory introduced by George Siemens and Stephen Downes in 2004, represents a significant departure from traditional learning theories such as Behaviorism, Cognitivism, and Constructivism. As an emergent theory designed for the digital age, Connectivism posits that learning occurs within extensive networks of social and technological interactions, rather than being confined to individual cognitive processes.
Unlike traditional theories that focus on individual learners, Connectivism highlights the importance of learning as a dynamic process that is facilitated through connections with external networks. These connections allow learners to continuously update and expand their knowledge bases. Connectivism underscores the importance of open courses, the role of teachers as facilitators of learning, and the notion of learners as active creators of knowledge. It also emphasizes the critical role of personal learning environments and the construction of learning networks. This perspective fosters an understanding of learning as a participatory process, deeply integrated with digital technologies and social networks, which supports the ongoing development of an individual’s knowledge system.
Since the theory was proposed, Connectivism has rapidly evolved to become a critical theoretical foundation for networked learning and open education, gaining significant attention and debate within the academic community. Siemens’ perspectives on Connectivism are academically oriented and widely accepted, whereas Downes’ views are more philosophical, liberal, and thought-provoking.
Connectivism emphasizes the importance of connections. It proposes that learners can better adapt to the rapidly changing knowledge landscape through connections with diverse resources and networks. In the realm of TVET, the principles of Connectivism have been applied to support digital and networked teaching methodologies.
Connectivism in TVET: Building knowledge networks
Connectivism emphasizes that knowledge is distributed across various nodes within a network rather than being confined to individuals or single sources. These nodes encompass people, organizations, and technological systems such as databases, search engines, and online repositories. In the modern educational context, learners can access the distributed knowledge resources through networks and establish connections with diverse knowledge sources.
Different from traditional methods where knowledge is primarily transmitted through teachers and textbooks, Connectivism advocates for learners to actively explore and connect with these diverse knowledge nodes, constructing personalized knowledge networks. Educators should focus on helping students develop networked learning skills to navigate and learn effectively within complex knowledge networks.
Networked learning is a central concept in Connectivism, claiming that learning is achieved through interactions with others, resources, and technology. Learners gain knowledge not only from personal experiences but significantly through network platforms such as social media, online communities, and learning management systems, facilitating exchanges and collaborations with other learners and experts.
The effectiveness of learning in Connectivist theory relies on the quality and diversity of connections. Siemens noted, “the pipe is more important than the content within the pipe,” underscoring the importance of a well-connected network over mere content. This perspective expands learning from individual efforts to broader community engagement, enriching it through diverse viewpoints.
Connectivism highlights the role of digital technology in supporting modern learning. Digital technology serves not only as a tool for knowledge transmission but also as a crucial medium for knowledge construction and sharing. Through the internet, social media, and various online platforms, learners can access a wide range of knowledge resources at any time and interact with learners and experts globally.
Connectivism claims that knowledge is dynamic and constantly evolving with the influx of new information. Connectivism posits that learners need to adapt and update their knowledge to navigate rapidly changing environments. Continuous learning and maintaining connections with diverse knowledge sources help learners stay responsive to new information.
From a Connectivist perspective, autonomous and non-linear learning emphasize learner agency and flexibility in constructing knowledge through dynamic networks and interactions. Autonomous learning encourages active exploration and self-management, requiring continuous updating of knowledge systems. Non-linear learning allows flexible adjustment of learning paths and access to diverse information sources, facilitating the expansion and reconfiguration of knowledge networks.
Digital pedagogies in TVET: Embracing Connectivist principles
With the continuous advancement of digital technologies, the field of TVET is progressively advancing towards the digital transformation of its teaching methodologies. Through the utilization of digital technology, education adopts a meta-connective pedagogical approach that mirrors the ecological and transformative characteristics of our digitally networked society. Digital pedagogy plays a crucial role in this transition.
From the perspective of Connectivism, digital pedagogy shows significant advantages in facilitating learners’ continuous learning and knowledge construction through networks and technologies. This study focuses on five digital pedagogical methods: blended learning, SBL, GBL, flipped classroom, and precision teaching, exploring their application and effectiveness in TVET.
Blended Learning: Bridging traditional and digital education
Blended learning arises from the strategic integration of various instructional modes, teaching models, and learning styles, aimed at creating an interactive and engaging learning environment. This approach combines online digital media with traditional classroom teaching methods, maximizing the strengths of each to enhance educational outcomes.
Blended learning has been widely adopted in TVET. This method accommodates different learning preferences by providing a dynamic learning environment, allowing students to access learning materials at their own pace. Through data-driven analysis, educators can tailor educational pathways, thereby enhancing personalized learning outcomes.
From a Connectivist perspective, blended learning effectively realizes the concept of knowledge distribution and resource connectivity through networks. It bridges the gap between traditional education and modern digital needs, creating a networked learning environment that allows learners to fully leverage resources for a richer learning experience.
Simulation-Based Learning: Enhancing practical skills in a virtual environment
SBL employs advanced technologies like virtual reality (VR) and augmented reality (AR) to replicate real-world environments for educational purposes. It provides an experiential learning platform where learners tackle complex problems in a controlled environment, acquiring knowledge and practical skills through virtual interactions.
SBL is particularly advantageous in TVET fields like healthcare, engineering, and aviation, where practical skills are crucial. It addresses the educational need for hands-on skills and overcomes the limitations of traditional training methods. By using simulation technologies, students can repeatedly practice tasks until they master them, avoiding the high costs and impracticalities of physical training.
Aligned with Connectivism, which emphasizes dynamic knowledge flow within networks, SBL uses advanced technology to create an interactive and collaborative learning environment. This approach integrates theoretical concepts with practical applications, reinforcing learning through teamwork, problem-solving, and immediate feedback, thereby fostering a more effective and comprehensive learning experience.
Game-Based Learning: Gamifying the learning experience
Game-based learning (GBL), or gamification, is an innovative educational approach that integrates game elements such as points, badges, leaderboards, and tasks into the learning process. This approach leverages game mechanics and thinking to engage students, motivate action, and enhance learning and problem-solving skills.
In the TVET area, GBL is widely used in fields such as engineering and healthcare, not only serving as an external training and engagement tool but also enhancing productivity and bridging the gap between theory and practice. From the perspective of Connectivism, GBL enhances networked connections through gamification, creating a highly interactive and immersive learning environment. This approach boosts student engagement and motivation, not only sparking interest in learning but also effectively bridging the gap between theoretical knowledge and practical application.
Flipped Classroom: Reversing traditional instructional sequences
The flipped classroom is an innovative teaching model that reverses traditional instructional sequences by having students independently learn foundational content through video lectures, podcasts, and e-books before class. Class time is then dedicated to higher-order cognitive activities like critical thinking and problem-solving, allowing for a deeper understanding of the material and personalized attention to student needs.
In TVET, the flipped classroom optimizes learning by requiring students to grasp theoretical knowledge beforehand, freeing class time for practical exercises and skill training, which are crucial for TVET. Pre-class autonomous learning prepares students for problem/project-based and work-based learning during class, enhancing engagement and promoting a learner-centered approach.
From a Connectivist perspective, the flipped classroom redefines learning by leveraging networks and technology for knowledge distribution and acquisition. Students engage in autonomous online learning and participate in peer discussions, aligning with Connectivism’s emphasis on building knowledge through network connections and enriching learning experiences through interaction and collaboration.
Precision Teaching: Leveraging data-driven decision-making
Precision teaching, introduced by Lindsley in the 1960s, is grounded in Skinner’s behavioral learning theory and was initially aimed at elementary education. Its core principle involves monitoring students’ learning performance and providing data-driven decision support, placing “scientific control in the hands of students and teachers”.
In TVET, precision teaching enhances skill acquisition efficiency and meets diverse occupational needs. Artificial intelligence (AI) technologies facilitate personalized educational experiences by analyzing learner data to develop custom learning paths, providing real-time feedback and continuous teaching optimization.
From a Connectivist perspective, precision teaching is a dynamic, interconnected educational approach. It uses big data and AI to adjust learning paths in real time, emphasizing the dynamic distribution and constant updating of knowledge. Both precision teaching and Connectivism leverage technology to connect learners with diverse resources, fostering personalized knowledge and skill development for efficient and adaptive education.
Connecting digital pedagogies with Connectivism
Modern digital pedagogies are closely aligned with the principles of Connectivism, which emphasizes the distribution and dynamic updating of knowledge through networks. Digital pedagogies use technological tools such as online learning platforms, VR, and data analytics to facilitate the broad acquisition, real-time updating, and personalized application of knowledge throughout the learning process, embodying the core principals of Connectivism.
As illustrated in Figure 1, this study aims to analyze from a Connectivist perspective how its six core principles are interwoven into these digital pedagogical approaches.
Methodology and analysis
This study adopts a qualitative research methodology, which includes text analysis, questionnaires, and interviews, to investigate five representative courses at SZPU. The courses examined are “Java Programming Basics”, “MYSQL Technology Practical”, “Building Construction”, “Surgical Nursing”, and “Enterprise Management Innovation”. Each course employs multiple digital pedagogies. This study focuses on analyzing the most representative digital pedagogy in each course.
The criteria for selecting these courses are based on several key considerations. SZPU is a nationally recognized exemplary higher TVET institution in China. It leads in the digital transformation of TVET. Its curriculum design and innovative teaching practices are highly representative and provide significant value for broader application. The selected courses span various fields, including applied sciences, information technology, engineering, medical sciences, and business management. This demonstrates the diverse application of digital pedagogy across different disciplines.
The study adopts qualitative analysis methods, including text analysis, questionnaires, and interview records. The collected data are organized and classified to identify themes and concepts related to Connectivism. It aims to extract the characteristics and commonalities of digital pedagogy across different courses, particularly how they reflect the core principles of Connectivism.
Findings and analysis
Blended learning in “MYSQL Technology Practical”
The course adopts a blended learning approach, integrating online and offline methods. Traditional content is digitized and broken down into detailed tasks like requirement analysis, database design, and development. These are presented as digital task chains that students complete on a digital platform, simulating a real work environment.
The course provides rich digital resources such as knowledge maps, video lectures, e-handouts, and project texts. Students access these via an online platform for self-study and preparation. The course follows a three-stage model: pre-class video learning, in-class targeted teaching, and post-class assignments and reflections.
Blended learning has significantly improved students’ self-study skills and digital competencies, enhancing their understanding and practical abilities in database development. Students excel in domestic and international database exams, increasing the number of Oracle certifications and boosting their employability.
However, teachers and students face challenges such as the time and effort required to develop digital resources and course design. Teachers need strong digital skills and must continually update course content to keep pace with technological and industry changes. Students need good self-management skills, and some struggle to adapt to online learning, manage their time, and effectively use online resources.
Simulation-based learning in “Building Construction”
This course uses SBL, optimizing content through digital environments and VR. It develops a detailed knowledge map and leverages school-enterprise collaboration and big data to ensure content meets industry needs. Rich digital resources are available on MOOC platforms for student self-study. AI-based digital virtual teachers provide personalized learning support and real-time assistance.
VR classrooms simulate construction scenarios like excavation and foundation work, enhancing practical skills. Industry experts are involved to ensure students learn the latest technologies. Digital teaching has significantly improved student learning outcomes and teaching quality, with the certification pass rate increasing from 64.4% in 2020 to 95% in 2023.
However, introducing virtual simulation technology is challenging for both teachers and students. Students need time to adapt to this new interactive learning model and must learn to operate in virtual environments. Teachers must redesign course content and learn new teaching tools, requiring ongoing technical training. Developing high-quality digital resources and simulation environments is costly, necessitating collaboration with industry experts and significant investment.
Game-based learning in “Surgical Nursing”
The “Surgical Nursing” course innovatively applies game-based learning to enhance student engagement and practical skills. Through Wisdom Tree, an online platform, the course combines 3D design and gamification elements, creating a hybrid learning model. The team developed game-based modules and virtual simulation projects with hospital experts, including training for brain, chest, and abdominal injuries and colon cancer patients, using AR and VR for immersive learning.
Game-based learning has greatly increased student participation and practical skills in “Surgical Nursing”. Performing nursing tasks and handling emergencies in a virtual setting boosts students’ practical experience and adaptability. Over 95% of students report that this method makes it easier to understand and master complex nursing procedures.
However, complex medical theories and precise nursing techniques are challenging to convey through gamification. Game-based learning suits simpler skills and knowledge but may not support deep understanding and long-term retention. Virtual environments cannot fully replicate the complexities and unpredictability of real surgeries, affecting the practical application. Evaluating real skills through game environments is also challenging, as external rewards like points might undermine intrinsic motivation and professional responsibility.
Flipped classroom in “Enterprise Management Innovation”
The “Enterprise Management Innovation” course uses the flipped classroom method, focusing on enhancing teachers’ digital competencies with tools like AI. Teachers develop and manage digital resources, creating personalized content and facilitating classroom interactions. The course offers multimedia materials, interactive videos, and online tests for pre-class self-study. In class, emphasis shifts to discussion, teamwork, and case analysis.
The flipped classroom shifts knowledge acquisition to pre-class activities, allowing deeper in-class discussions and engagement. Surveys show over 90% of students are satisfied, finding it enhances understanding and practical skills. Teachers effectively use AI tools to create and manage digital resources, improving teaching efficiency and reducing manual grading.
However, the flipped classroom demands high self-discipline and time management from students. Failing to complete pre-class tasks affects in-class discussions and overall learning outcomes. Effective classroom management to ensure active participation is challenging, especially in large classes, increasing the complexity of maintaining student engagement.
Precision teaching in “Java Programming Basics”
The “Java Programming Basics” course focuses on precision teaching with digital tools and resources. An online judgment system (OJ system) provides real-time programming exercises and automated grading, helping students quickly identify and correct errors. The system generates
