COMPONENTS AND MODEL OF A VOCATIONAL COMPETENCY-BASED LEARNING ECOSYSTEM FOR VOCATIONAL EDUCATION INSTITUTIONS USING THE DELPHI TECHNIQUE
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Abstract
This research aimed to: 1) Analyze and validate the components of a vocational competency-based learning ecosystem for vocational education institutions through expert consensus using the Delphi technique; and 2) Develop a learning ecosystem model for enhancing vocational competency in vocational education institutions in accordance with the context of vocational education management. This study employed a research and development design with a three-round Delphi technique. The informants were 20 experts selected through purposive sampling, consisting of six experts in vocational education and fourteen administrators of vocational education institutions with experience in instructional management. The research instruments included an open-ended questionnaire and five-point rating scale questionnaires. The data were analyzed using content analysis, median, and interquartile range. The consensus criteria were set at a median of 4.50 or higher and an interquartile range of 1.00 or lower. The findings revealed that the vocational competency-based learning ecosystem for vocational education institutions consisted of three enabling factors: visionary leadership, regulations, and continuous budgeting, and nine core components: learners, teachers and instructors, curriculum and learning management, industry and collaboration, technology and learning resources, assessment, learner support system, administration, policy and structure, and competency, vocational skills and learning outcomes. Based on the systematic synthesis of expert consensus, the developed model comprised five subsystems: input system, process system, support system, outcome system, and feedback for development. The model serves as a systemic framework for vocational education institutions to design competency-based learning that connects learners, teachers, curriculum, industry, technology, support systems, and assessment with real work contexts.
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