This study examines the integration of ocean literacy and digital technology in vocational tourism education in Indonesia. Using a descriptive quantitative approach, the research explored students’ familiarity with digital learning tools and their understanding of marine concepts. While many students indicated the use of mobile applications and online platforms for learning, their exposure to ocean environments was limited, particularly for those living in inland areas. This creates challenges for marine education because direct experience is often essential for building conceptual understanding. However, technology-based learning may serve as an alternative because it enables virtual exposure to coastal systems. The Technology Acceptance Model was applied to examine how students respond to educational technologies. Findings are discussed in relation to the Sustainable Development Goals, particularly in areas concerning education, environment, and tourism. Vocational tourism education is considered in this context because it connects career preparation with sustainable practices, including the need to link tourism activities with marine awareness through accessible and adaptable learning methods.
M. Muktiarni, I. Widiaty, L. Widaningsih et al.· Indonesian Journal of Scienc...· 1 citation
The swift evolution of industrial technologies necessitates that vocational high schools enhance the preparedness of their graduates for Industry 4.0, while also gearing up for Industry 5.0. However, there is a little comprehensive evidence on how teaching methods, the application of the Merdeka Curriculum, and the development of Industry 4.0 competencies work together to facilitate this transition in Indonesia. This systematic literature review consolidates findings on teaching methodologies, the incorporation of Industry 4.0 skills, and the challenges facing implementing teaching methodologies in vocational high schools. In accordance with PRISMA guidelines, 30 peer-reviewed articles published from 2021 to 2026 were selected from Scopus and Google Scholar by applying specific inclusion criteria. Data was collected manually using a structured form and analyzed with thematic synthesis. The results indicate that project-based learning, Teaching Factory, and technology-enhanced learning are the predominant pedagogical strategies that aid in the execution of the Merdeka Curriculum. These strategies consistently enhance competencies relating to technical skills, digital literacy, critical thinking, problem-solving, creativity, and collaboration; communication remains the least-developed skill. The review also highlights significant challenges faced in applying these pedagogical approaches; these challenges relate to teacher proficiency, curriculum adaptability, industry partnerships, and disparities in digital infrastructure. Ultimately, to prepare vocational education for Industry 5.0, a comprehensive transformation is needed that incorporates innovative teaching practices, responsive curricula, institutional development, and sustainable collaborations with industry to bolster workforce readiness.
Devin Heliana Pitaloka Sukis, Cica Yulia, Yusep Sukrawan et al.· International Journal of Lea...· 0 citations
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