Exploring Technical Vocational Teacher Education: Inputs to Curriculum Model Development

The global demand for skilled workers, particularly in digital sectors, is projected to increase significantly, with an estimated 92 million digital jobs expected by 2030, according to the World Economic Forum. This trend presents a unique opportunity for countries like the Philippines to enhance their Technical and Vocational Education and Training (TVET) systems to meet evolving global labour market needs. Hence, this study endeavoured the development of a comprehensive, research-based curriculum model for the Bachelor of Technical-Vocational Teacher Education (BTVTEd) program in the Philippines. Using an exploratory sequential mixed-methods approach, the research examined current challenges, and the extent of knowledge, experiences, and practices within the BTVTEd curriculum by gathering insights from experts in universities across the country. The findings reveal that the main challenges identified by respondents are related to curriculum and program design, particularly in adapting to industry demands. However, issues related to resources and facilities were also highlighted as central concerns. The study recommends adding key courses like research, innovation, and sustainability, strengthening core areas, and identifying strategies to enhance the BTVTED program. Based on these findings, a new curriculum model is proposed, aimed at strengthening the current technical education program. The research concludes that aligning the curriculum with industry needs, adding emerging fields, and strengthening pedagogy can greatly improve TVET quality and graduate employability. The study suggests further exploration on how universities balance the use of quality assurance practices in curriculum delivery. The results provide valuable insights for the continued development of technical vocational teacher education in the Philippines through comprehensive quality assurance.