Evaluation of key competencies for transformation towards sustainability in vocational students’ new normal era

Information from the abstract

Key competencies for transformation towards sustainability are critical attributes for vocational students in the new normal era. Obtaining relevant data requires a reliable assessment mechanism that includes a robust framework, appropriate instruments, clear criteria and verification of assessment results. Therefore, this study aimed to evaluate a conceptual framework for assessing key competencies for transformation towards sustainability among vocational students in the new normal era. This framework is based on teachers' perspectives and was developed to guide the creation of competency assessment instruments and criteria, assess competencies and provide a meta-evaluation. The study sample comprised 214 teachers for the development of the assessment framework, five experts for instrument development, 120 students for piloting the instrument, 504 students for assessment and 16 experts for meta-evaluation. The instruments used in the study included a competency survey based on teachers' perspectives, competency assessment tools, an assessment criteria survey and a meta-evaluation form. Data were analysed using mean, standard deviation, factor analysis and multivariate analysis. The research findings revealed the following: (1) The assessment framework identified nine key indicators: strategy-thinking competence, tolerance of ambiguity, futures-thinking competence, integrated problem-solving competence, creating new value, capacity-building competence, systems-thinking competence, ability to communicate and intrapersonal competence. (2) The assessment instruments included a multiple-choice situational judgement test and a multiple-response test, demonstrated content validity, reliability and construct validity. They utilised a three-level scoring system: high, medium and low, with expert validation. (3) Regarding competency assessment results, most students demonstrated mid-level competencies. Additionally, geographical differences across regions in Thailand influenced competency levels. The meta-evaluation yielded high ratings for utility, feasibility, propriety and accuracy, with evaluation accountability receiving the highest rating. This study presents a reliable and comprehensive method for evaluating key competencies, enabling vocational students to adapt effectively and prepare for the labour market.

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Related topics: Vocational Education and Training · Sustainability in Higher Education · Competency Development and Evaluation