Angelina Sánchez-Martí, Anna Ciraso-Calí, Héctor Fernández-Sequi, Pilar Pineda-Herrero
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Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. These results provide a fertile context for VET designers and teachers to generate new learning scenarios that meet all students' potential needs.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12186-023-09314-1.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10009834/pdf/","citationCount":"1","resultStr":"{\"title\":\"The school-life balance effect on acquiring cross-disciplinary competences in VET: disruption or continuity during COVID-19?\",\"authors\":\"Angelina Sánchez-Martí, Anna Ciraso-Calí, Héctor Fernández-Sequi, Pilar Pineda-Herrero\",\"doi\":\"10.1007/s12186-023-09314-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Considering that teleworking and online training are on the rise following the pandemic, studying how school-life balance affects the development of VET competences in online learning during COVID-19 can provide relevant information to enhance educational equity in the future. A longitudinal study was conducted employing an on-line questionnaire to meet the following aims: to explore the development of cross-disciplinary competences in VET during COVID-19; to identify different students' profiles according to their school-life balance during the pandemic; and, to analyse whether the school-life balance was affecting competency development and propose improvements to training as a result. Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. 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The school-life balance effect on acquiring cross-disciplinary competences in VET: disruption or continuity during COVID-19?
Considering that teleworking and online training are on the rise following the pandemic, studying how school-life balance affects the development of VET competences in online learning during COVID-19 can provide relevant information to enhance educational equity in the future. A longitudinal study was conducted employing an on-line questionnaire to meet the following aims: to explore the development of cross-disciplinary competences in VET during COVID-19; to identify different students' profiles according to their school-life balance during the pandemic; and, to analyse whether the school-life balance was affecting competency development and propose improvements to training as a result. Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. These results provide a fertile context for VET designers and teachers to generate new learning scenarios that meet all students' potential needs.
Supplementary information: The online version contains supplementary material available at 10.1007/s12186-023-09314-1.
期刊介绍：
Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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