Preparing TVET Teachers for Sustainable Development in the Information Age: Development and Application of the TVET Teachers’ Teaching Competency Scale

Diao, Junfeng; Ke, Hu

doi:10.3390/su141811361

Cited by 3 publications

(1 citation statement)

References 17 publications

(14 reference statements)

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“…The world has undergone a digital transition, causing knowledge and skill gaps in new acquisitions that the future workforce and the educators preparing it must address. Clarifying the current state of teachers' teaching competency is necessary to address the demands of in-service teachers, trainers, and college leaders who want to increase their professional learning and development (Diao & Hu, 2022). English is a compulsory subject for freshmen and sophomores who are not majoring in English.…”

Section: Introductionmentioning

confidence: 99%

The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review

Cao,

Sattar Rasul,

Omar

2023

IJLTER

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The advantages of using information and communication technology (ICT) in English as a Foreign Language (EFL) teaching and learning have been well documented in research studies. The international trend and Chinese national policies on education both call for EFL teachers to effectively integrate ICT into their teaching. However, only a few studies have explored the challenges of ICT integration into EFL teaching, especially in China. This study draws data from four databases based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist to ensure a comprehensive and rigorous analysis of the available literature. By synthesising and analysing the findings from the final selected 17 articles between 2019 and 2022, this study highlighted the research designs of the relevant studies on the use of ICT by EFL teachers in China, along with the two most important underlying theories (TPACK and TAM) associated with ICT integration. It also provides insights into the specific challenges and influencing factors that impact ICT integration in EFL teaching in the Chinese context. The findings reveal that EFL teachers’ ICT literacy and acceptance are influenced by many factors which are frequently classified into external and internal ones. The majority of the reviewed studies offered recommendations on how to use technology more effectively, apply ICT in EFL teaching, and create authentic teaching and learning environments. Additionally, the findings of this study offer suggestions for future research and teaching approaches, particularly for overcoming the challenges of ICT integration.

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Section: Introductionmentioning

confidence: 99%

The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review

Cao,

Sattar Rasul,

Omar

2023

IJLTER

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The role of industry to unlock the potential of the Merdeka curriculum for vocational school

Yoto,

Marsono,

Suyetno

et al. 2024

Cogent Education

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Information literacy research of technical and vocational education and training in China in the past 10 years: a systematic literature review

Dai,

Jambari,

Noh

et al. 2024

Front. Educ.

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Social and economic systematic changes create a new pattern of industrial structure and profession; technical and vocational education and training (TVET) is deeply connected to industrial upgrading and digital transformation because of its high relevance to cultivate emerging professional talents. Information literacy inevitably becomes the prevailing condition of sustainable development of TVET. Through a literature study, this systematic review selected and studied 61 journal articles related to information literacy in the TVET context in China from Web of Science (WOS) databases and China National Knowledge Infrastructure (CNKI) between 2014 and 2023. The main findings include; (a) technological, social and educational circumstances influence which receive extensive attention from researchers, (b) frequent use of narrative inquiry method with lack of empirical studies, (c) themes identified of information literacy among TVET institutions in China shows significant differences as compared to the themes of information literacy in higher education, and the reasons underlying this finding has been critically analysed. This review may interest academics, decision-makers and trainers in improving information literacy education among TVET institutions in China in line with the sophisticated demands of the industry and community.

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Preparing TVET Teachers for Sustainable Development in the Information Age: Development and Application of the TVET Teachers’ Teaching Competency Scale

Cited by 3 publications

References 17 publications

The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review

The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review

The role of industry to unlock the potential of the Merdeka curriculum for vocational school

Information literacy research of technical and vocational education and training in China in the past 10 years: a systematic literature review

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