Design and Validation of a Skill-Oriented Learning System Model in Technical and Vocational High Schools in Tehran

Abstract

Purpose: The present study aimed to design and validate a skill-oriented learning system model for technical and vocational high schools in Tehran.

Methods and Materials: This study was applied in terms of purpose and employed a mixed-methods (qualitative–quantitative) design within a pragmatic paradigm. In the qualitative phase, semi-structured interviews were conducted with 15 experts, including university professors, executive managers, educational specialists, principals, and experienced instructors in technical and vocational education in Tehran. Participants were selected through purposeful sampling based on the principle of theoretical saturation. Qualitative data were analyzed through coding procedures, leading to the identification of the dimensions and components of the proposed model. In the quantitative phase, a researcher-made questionnaire derived from the qualitative findings was administered to 360 teachers from technical and vocational high schools in Tehran selected through stratified random sampling from a statistical population of 5,701 teachers during the 2024–2025 academic year. The validity of the instrument was confirmed through convergent and discriminant validity, while reliability was verified using Cronbach’s alpha and composite reliability indices. Data analysis was performed using structural equation modeling through Smart PLS software.

Findings: The qualitative findings identified four major dimensions of the skill-oriented learning system, including curriculum and content, teaching–learning process, assessment and evaluation, and support and environmental context, encompassing 14 components and 50 indicators. The quantitative findings demonstrated that all structural paths in the proposed model were statistically significant. Curriculum and content had significant positive effects on assessment and evaluation (β=0.470, t=11.456, p<0.001) and the teaching–learning process (β=0.732, t=17.598, p<0.001). Support and environmental context significantly affected assessment and evaluation (β=0.519, t=12.793, p<0.001) and the teaching–learning process (β=0.123, t=2.774, p=0.006). In addition, assessment and evaluation significantly influenced the teaching–learning process (β=0.132, t=2.665, p=0.008). The model fit indices indicated strong explanatory and predictive power, with R² values of 0.934 and 0.946, Q² values of 0.651 and 0.654, and GOF values of 0.880 and 0.861 for the endogenous variables.

Conclusion: The findings indicate that an effective skill-oriented learning system in technical and vocational schools requires the integration of competency-based curricula, active and flexible teaching–learning processes, authentic assessment systems, and strong environmental and industrial support. The proposed model demonstrated high validity and strong structural fit and can therefore serve as a comprehensive framework for improving vocational education quality, enhancing students’ labor market readiness, and strengthening alignment between educational systems and societal needs in Tehran.