Bibliographic Details
| Title: |
Visual programming for digital competency development in vocational education and training teachers: a pilot feasibility study with implications for post-compulsory education. |
| Authors: |
Subarno, Anton1 (AUTHOR) antonsubarno@fkip.uns.ac.id |
| Source: |
Research in Post-Compulsory Education. Jun2026, Vol. 31 Issue 2, p365-390. 26p. |
| Subject Terms: |
*Digital literacy, *Educational technology, *Teacher development, *Postsecondary education, *Vocational education, Visual programming (Computer science), Industry 4.0 |
| Geographic Terms: |
Indonesia |
| Abstract: |
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. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
