Identifying the Components of the Curriculum Model for Improving Skills Training for the Employability of Technical and Vocational Students

Abstract

This study aimed to identify the components of a curriculum model for enhancing skills training and improving the employability of technical and vocational students. A qualitative research design employing inductive qualitative content analysis based on the Elo and Kyngäs approach was used. Participants included curriculum specialists, textbook authors, higher education planners, and experts in skills training and employability. Using snowball sampling, 22 experts were recruited until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed through open coding, categorization, and abstraction. Credibility and reliability were ensured through expert review and inter-coder agreement procedures. The findings revealed a comprehensive curriculum model consisting of 9 elements, 18 dimensions, 27 components, and 128 indicators. The major elements included objectives, content, learning activities, teaching–learning strategies, learning environment, time allocation, grouping, instructional materials, and evaluation. Key components encompassed industry alignment, practical empowerment of students, employability-oriented professional attitudes, practical and specialized skills, applied entrepreneurial knowledge, real-world problem solving, teamwork, entrepreneurial simulation, simulation-based learning, entrepreneurial learning spaces, industry-related educational resources, and performance-based assessment. The proposed curriculum model highlights the necessity of integrating technical competencies, employability skills, entrepreneurship, authentic workplace experiences, industry collaboration, and performance-oriented assessment. Implementing such a model can strengthen graduates’ readiness for employment and improve their adaptability to evolving labor market demands.