Analyzing Student Satisfaction in the Technical and Vocational Education System through Collaborative Teaching

Abstract

The sustainable development of science and environmental education is a core mechanism in the world education system. The implementation of the goal of establishing science and environmental education comprehensively in higher education, especially in vocational education, poses a challenge. Basic vocational education is a category of the education system, as well as sustainable development, which involves the technical and vocational education (TVE) system (20–30 general/compulsory/elective credits required). Awareness of the sustainable development in science and environment is getting more and more emphasized by educators. For students’ learning to use, it was recommended that universities use education for sustainable development (ESD) in TVE programs. This study proposes clarifying whether anticipating the needs of TVE university students is more conducive for them. Also, for the global understanding about innovative education, the “awareness of the sustainable development in science and environment” was involved in our experimental items. The learning satisfaction derived from students from the collaborative teaching of the industry experts in the TVE system is another point of focus. Students who take the course attend six weekly three-hour periods in class. An e-learning system is utilized so that learning resources created by industry experts can be provided. The deployment facilitates the evaluation of basic vocational education because teaching is not only performed in a traditional class but also prompted via a valuable e-learning system. The results showed that “Level of respect during the collaborative teaching of industry experts” (mean = 3.93; S.D. = 0.751) was rated by students as satisfactory and “Overall efficiency of teaching materials” (mean = 3.47) was rated as the lowest of the items. “Awareness of the sustainable development in science and environment” (mean = 3.86; S.D. = 0.752) was rated by students as highly satisfactory. To verify the result, an analysis of the improvement of learning satisfaction is discussed. Practical implications and future work are also discussed.