Visual programming for digital competency development in vocational education and training teachers: a pilot feasibility study with implications for post-compulsory education.
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| Title: | Visual programming for digital competency development in vocational education and training teachers: a pilot feasibility study with implications for post-compulsory education. |
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| 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] |
| Copyright of Research in Post-Compulsory Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193858050 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Visual programming for digital competency development in vocational education and training teachers: a pilot feasibility study with implications for post-compulsory education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Subarno%2C+Anton%22">Subarno, Anton</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> antonsubarno@fkip.uns.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Post-Compulsory+Education%22">Research in Post-Compulsory Education</searchLink>. Jun2026, Vol. 31 Issue 2, p365-390. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+education%22">Vocational education</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+programming+%28Computer+science%29%22">Visual programming (Computer science)</searchLink><br /><searchLink fieldCode="DE" term="%22Industry+4%2E0%22">Industry 4.0</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Post-Compulsory Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13596748.2026.2647629 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 365 Subjects: – SubjectFull: Digital literacy Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Postsecondary education Type: general – SubjectFull: Vocational education Type: general – SubjectFull: Visual programming (Computer science) Type: general – SubjectFull: Industry 4.0 Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Visual programming for digital competency development in vocational education and training teachers: a pilot feasibility study with implications for post-compulsory education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Subarno, Anton IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13596748 Numbering: – Type: volume Value: 31 – Type: issue Value: 2 Titles: – TitleFull: Research in Post-Compulsory Education Type: main |
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