© This article was published by gps4vet.eu under a Creative Commons Licence.
Epralima | Portugal
Lodz Chamber of Industry and Commerce | Poland
Lviv Polytechnic National University | Ukraine

 

🔰 Introduction (Web 2.3 – 2025)

from IV4J to GPS4VET: Empowering VET with Web 2.x and AI

The core mission of the GPS4VET project (formerly IV4.euJ – Innovative VET for Jobs) is to demonstrate how Vocational Education and Training (VET) can benefit from modern Web 2.x tools and AI-powered learning environments. The project goes beyond simply highlighting digital tools—it provides concrete pedagogical integration strategies and good practice models for trainers, educators, and policymakers across Europe.

Digitalization in VET is not just a technical upgrade; it transforms the essence of teaching and learning. Our approach is grounded in the belief that VET must evolve toward ubiquitous, continuous, and lifelong learning—and that this transformation must remain accessible, inclusive, and meaningful.

We in the GPS4VET team believe that the implementation of Web 2.x tools does not disrupt the trainer-apprentice relationship. Even within constructivist and learner-centred paradigms, it remains possible to orchestrate active learning within structured workshops and training sessions. Web 2.x enables this orchestration with greater interactivity, creativity, and learner autonomy.

Moreover, the push toward digital transformation in VET is not just a matter of technology—it is driven by industry demands. The world of work requires apprentices who are:

• ✅ Immediately competent for today’s job roles, and
• 🚀 Prepared to innovate, adapt, and co-create within their sectors.

Whether in traditional fields such as automotive, agriculture, or health services, or in new economy branches like green tech or digital manufacturing, employees must show entrepreneurial thinking, creativity, and collaboration skills.

In this Guide we present real-life examples and tools showing that Web 2.x methods go beyond the traditional teach–train–test model. They support a culture of progressive learning, where young professionals are guided into reflective, autonomous, and future-oriented roles.

Lifelong learning in VET is no longer optional—it’s a strategic necessity. Workers are no longer just recipients of instructions; they are co-designers of processes, problem solvers, and change agents. With the right digital ecosystem, this development becomes possible and tangible.

We invite you to explore this guide with curiosity and courage. The tools and examples you’ll find here are not only usable—they are transformational.

Updated Chapters 1: Research all over Europe

Germany

Germany has a dual VET system combining in-company training with part-time vocational school (Berufsschule). Digital tools are increasingly integrated into curricula, including LMS, collaboration platforms, and simulation-based learning. Green skills and AI literacy are emerging priorities supported by government initiatives like “DigiVET” and the “DigitalPakt Schule”.

Poland
Poland’s VET system offers school-based vocational programmes at secondary and post-secondary levels, often combined with internships. Reforms have improved employer cooperation and curriculum flexibility. Digitalization is advancing through national strategies, EU funding, and strong broadband infrastructure. Moodle, Google Workspace, and interactive e-learning platforms are increasingly used. Challenges remain in digital skills development, especially among teachers and rural learners.

Romania

Romania’s VET system includes technical high schools and post-secondary education. Recent reforms support digitalization, including investments in infrastructure and teacher training. EU-funded projects promote entrepreneurship and online learning tools, particularly in rural regions. Platforms like Moodle and Microsoft Teams are in growing use.

Spain

Spain offers VET through basic, intermediate, and advanced levels, with strong public-private cooperation. The country promotes blended learning, especially since COVID-19. Initiatives like “FP Digital” integrate digital skills into VET. Google Workspace and Moodle are widely used. Emphasis is placed on sustainable development and social inclusion.

Türkiye

Türkiye’s VET system is managed by the Ministry of National Education (MoNE). Since 2020, digital transformation programs have been accelerated, including content creation platforms and digital toolkits for teachers. EBA (Eğitim Bilişim Ağı) is the main digital learning portal. AI and green economy topics are being piloted in technical schools.

Ukraine

Ukraine’s VET reform is influenced by EU integration efforts. Despite challenges from the war, digital learning has expanded rapidly, supported by international donors. VET schools now use tools like Zoom, Google Classroom, and national platforms (e.g., Diia Education). Mobile learning, mental health support, and resilience-building are key themes.

Updated Chapters 2–5: Web 2.3 Tools for VET and New 6 AI

Chapter 2: Tools for Teaching and Learning

Updated focus: Emphasizing flexible, blended, and AI-supported learning environments.

Introduction and Approach (Updated) #

In today’s VET landscape, digitalization is no longer optional—it’s essential. Learners expect interactive, flexible learning experiences, and educators need smart tools to design, deliver, and assess learning effectively.

Web 2.x tools provide this foundation by enabling learners to create, collaborate, communicate, and reflect. In the VET context, they bridge the gap between theory and practice, school and workplace, teacher and learner. With the rise of hybrid and AI-enhanced education, the integration of Web 2.x tools supports:

• 
  🎓 Competence-oriented learning: Tools help build both vocational and transversal competences (e.g., digital, social, entrepreneurial).
• 
  📱 Mobile and flexible access: Learners engage with content anytime, anywhere, on any device.
• 
  🌐 Real-world connection: Web tools allow interaction with professionals, employers, and international peers.
• 
  ✍️ Personalized learning: Adaptive feedback and learner-created content foster ownership and motivation.
• 
  🤖 AI-enhanced support: New tools (e.g., ChatGPT, Canva Magic) help with feedback, content creation, and cognitive scaffolding.

Approach:
This guide classifies Web 2.x tools based on function, not brand. Each tool or platform is illustrated with a short description, usage model (free/paid/account), and VET-relevant example.

🔍 The Role of Web 2.x in Vocational Education and Training (VET)

Web 2.x tools empower learners and trainers in VET through participatory, interactive, and collaborative environments. Unlike traditional top-down instruction, these tools promote learner engagement, personalization, and practical skill development.

Key contributions of Web 2.x in VET:

• 
  ✅ Active Learning: Learners contribute content, participate in discussions, and collaborate on real-world tasks.
• 
  🌍 Authentic Communication: Platforms enable global dialogue, peer feedback, and networking with industry experts.
• 
  📱 Digital Competence: By using digital tools, learners acquire transversal digital skills valued in all sectors.
• 
  🧠 Self-directed Learning: Tools like blogs, wikis, and AI assistants support independent learning and reflection.
• 
  🤝 Workplace Simulation: Interactive environments simulate work tasks, supporting problem-solving and career readiness.
• 
  🌿 Sustainability & Inclusion: Web 2.0 tools help reach disadvantaged learners and promote eco-responsible practices.

In the context of VET, Web 2.x is more than a set of tools—it is a mindset of openness, participation, and adaptability.

✅ Chapter 2.1 Tools and Platforms – Update (2025)

Original Focus: Lists of tools and categories.
Update (Web2.3): Emphasis on hybrid learning, mobile compatibility, AI-enhanced tools.

2.1 Web 2.x Tools and Platforms – Updated Overview

The landscape of digital tools in VET is evolving. Web 2.x platforms now focus on inclusivity, collaboration, and increasingly, AI augmentation. Below are revised categories with tool examples:

Category	Description	Tools (2025)
Communication & Video	Real-time or asynchronous communication and exchange.	Zoom, Microsoft Teams, Jitsi Meet
LMS / Content Delivery	Manage courses, assessments, and feedback.	Moodle, Google Classroom, Canvas, LMS WordPress
Collaboration	Work together on shared documents, boards, or code.	Miro, Padlet, Trello, GitHub, Meistertask
Creativity & Publishing	Design, present, or publish visual or written content.	Canva, Adobe Express, Genially
AI-powered Tools	Content generation, feedback, automation, simulation.	ChatGPT, GrammarlyGO, Canva Magic, Copilot
Mobile & Microlearning	Tools supporting on-the-go, bite-sized learning.	Quizlet, Duolingo, Kahoot, TED-Ed
Social Media & Blogs	Reflection, visibility, outreach.	Blogger, WordPress, Instagram (Edu accounts)

Chapter 3: Tools for Communication

🗂 Microsoft Teams Communication & Collaboration & Video conferencing #

Link: https://www.microsoft.com/en/microsoft-teams/group-chat-software

Chapter context: Communication, Collaboration, Video conferencing

What it is #

Microsoft Teams is a collaboration platform combining chat, video meetings, file storage, and integration with Microsoft 365. It exists in 2 versions:

Why is it useful for VET #

Microsoft Teams offers a range of tools for engaging learners in vocational settings:

📁 Class Teams Spaces Create structured environments for specific courses with channels for lectures, homework, discussions, etc.

📌 Assignment Manager Design and distribute assignments, track submissions, and provide feedback—all directly in Teams.

🎥 Video Conferencing Tools Live lessons with screen sharing, breakout groups for teamwork, and recording options.

🗂 Shared Files and Collaboration Seamless co-authoring of documents, spreadsheets, and presentations in Microsoft 365 (Word, Excel, etc.).

💬 Persistent Chat & Reactions Encourage peer interaction through threaded conversations, emoji reactions, and mentions.

📊 Integrated Apps Tools like Forms (for quizzes), Whiteboard (for brainstorming), and third-party apps like Kahoot or Miro.

📅 Calendar & Scheduling Organize lessons with calendar invites linked to email and classroom announcements.

How to #

Create a Microsoft account and access Teams through browser, app, or desktop client.

Learning Example #

A VET class on tourism organizes a group project and uses Teams for meetings, file sharing, and final presentation or:
🎓 Learning Example: Using Microsoft Teams in Vocational Education

Course Context: Hospitality Management – Event Planning Module Scenario: A group of apprentices collaborates to design a concept for a sustainable community event.

🧑‍🏫 Trainer Setup

• 
  Creates a Class Team for the course with channels for “Concept Development,” “Budgeting,” “Marketing,” and “Final Presentation.”
• 
  Uploads templates and resources in the “Files” tab.
• 
  Schedules weekly live sessions using Teams Calendar and records them for later viewing.

👩‍💻 Apprentice Tasks

• 
  Use chat and video meetings to brainstorm ideas.
• 
  Collaborate on Excel budgets and PowerPoint presentations directly in Teams.
• 
  Submit their event proposals via the Assignments tab and receive feedback from the trainer.
• 
  Reflect on their learning by posting a short video diary in the “Reflections” channel using Microsoft Stream.

🎯 Learning Outcome

Students gain experience in remote collaboration, digital presentation tools, and structured teamwork—core skills for modern hospitality roles.

Usage #

✅ Free with limited features
💠 Full integration via paid Microsoft 365

Links #

– https://www.microsoft.com/en/microsoft-teams/group-chat-software

🧩 Microsoft Teams: Personal vs Business Use

Feature	Personal Version	Business/Education Version
Access & Identity	Uses personal Microsoft account	Linked to organization/school domain
Collaboration Scope	Family/friends	Teams within institutions or companies
App Integration	Limited	Full Microsoft 365 + third-party apps
Meeting Features	Basic video calls, chat	Advanced scheduling, breakout rooms, recording
Data Governance	Personal storage only	Organization-level compliance and controls

Key Point for VET Trainers: The Business/Education version provides more structured tools for managing class teams, assignments, attendance, and collaborative learning. The Personal version is best for casual interaction and cannot be centrally administered.

Chapter 3.4 Update Social media Sites – Pinterest, Instagram #

update Pinterest #

Pinterest is a visual discovery engine and social media platform where users can find, save, and share ideas in the form of images and videos called “pins,” organized into collections called “boards”. It’s used for discovering inspiration, planning, and shopping for various interests like recipes, home decor, fashion etc.

Pinterest can be a valuable tool in VET, serving as a visual resource and organization platform for students and instructors. It can be used to gather and share information, organize study materials, and even facilitate online portfolios and peer feedback. 

Why is it useful for VET #

1. Resource Gathering and Organization:

• Virtual Bulletin Board: Pinterest allows users to create boards for specific topics or courses, allowing for the organized collection of relevant articles, images, videos, etc.
• Keyword Search: Pinterest acts as a visual search engine, enabling students to find information related to their vocational field by using relevant keywords.
• Visual Learning: The visual nature of Pinterest is particularly useful for vocational fields that rely on visual aids, e.g. culinary arts, design, or technical trades. 

2. Study and Project Support:

• Study Tips and Templates: Pinterest offers different study tips, time management strategies, and organizational templates that can be beneficial for students. 
• Digital Portfolios: Students can create individual Pinterest boards to showcase their best work, creating a dynamic digital portfolio that can be easily shared and updated. 
• Peer Feedback: Pinterest’s commenting feature allows for constructive criticism and feedback on student work, fostering a collaborative learning environment. 

3. Connecting Theory and Practice:

• Real-World Applications: Pinterest can be used to find examples of how vocational skills are applied in the real-world, bridging the gap between a classroom and a firm. 
• Inspiration and Ideas: Students can explore Pinterest to discover innovative ideas, design concepts, and solutions relevant to their chosen field. 

4. Professional Development and Networking:

• Sharing Best Practices: Vocational educators can use Pinterest to share successful teaching strategies, lesson plans, and course materials with colleagues. 
• Community Building: Pinterest can facilitate connections between students, instructors, and professionals in the field, fostering a sense of community and collaboration. 

Thus, by leveraging Pinterest’s visual and organizational features, vocational educators can enhance the learning experience, promote student engagement, and prepare students for successful careers. 

Links #

• https://www.hrmanagementapp.com/using-pinterest-as-a-training-and-development-tool/
• https://www.sciencedirect.com/science/article/pii/S1472811725000576
• https://www.sciencedirect.com/science/article/abs/pii/S0742051X23001956
• https://www.youtube.com/watch?v=OSnkRsitQUs

Update Instagram #

Instagram is a photo and short-form video sharing social networking service owned by Meta Platforms. It allows users to upload media that can be edited with filters, be organized by hashtags, and be associated with a location via geographical tagging. Instagram is increasingly used in VET for both promotional and educational purposes. It serves as a platform for communication, brand building, and sharing information about college achievements and activities. Furthermore, Instagram can be leveraged to connect with potential students and employers, showcase practical skills, and build communities around shared interests. 

Why is it useful for VET #

• 1. Educational Applications:
• Sharing Information: Instagram can be used to disseminate information about vocational programs, industry trends, and career pathways. 
• Promoting Practical Skills: Colleges can showcase the practical skills students are developing through photos and videos of hands-on training and projects. 
• Fostering Community: Instagram can facilitate the creation of online communities where students can connect, share experiences, and learn from each other. 
• Supporting Learning: Some vocational teachers are exploring how to use Instagram to support their teaching practices, though this area is still relatively unexplored.
  1. Promotion and Branding:
• Reaching Target Audience: VET institutions use Instagram to connect with young adults who are active on social media, making it a valuable platform for recruitment.
• Showcasing College Life: Instagram allows colleges to share photos and videos of their facilities, student activities, and achievements, providing a glimpse into the college experience.
• Building Brand Image: By maintaining a professional and engaging presence, TVET colleges can enhance their reputation and become more attractive options for prospective students.
  1. At the same time, there can be some challenges and considerations:
• Lack of Social Media Strategies: Many VET institutions lack a formal social media strategy, leading to inconsistent and sometimes unprofessional use of Instagram.
• Importance of Professionalism: Maintaining a professional online presence is crucial to avoid harming the college’s reputation.
• Need for Clear Objectives: Colleges need to define clear objectives for their Instagram presence and ensure that their posts align with these objectives. 

Thus, Instagram offers significant potential for both promoting VET and enhancing the learning experience for students. By developing clear strategies and focusing on engaging content, VET institutions can leverage this platform to connect with their audience, showcase their strengths, and support student success. 

Links #

https://njvet.ep.liu.se/article/view/5039

https://sajim.co.za/index.php/SAJIM/article/view/1685

https://www.researchgate.net/publication/361884942_promoting_vocational_education_institution_through_instagram_evidence_from_the_instagram_accounts_of_major_polytechnics_in_indonesia

https://www.thewebfactory.us/blogs/how-do-you-do-educational-posts-on-instagram/#:~:text=In%20conclusion%2C%20creating%20educational%20posts,are%20both%20effective%20and%20engaging

 

Chapter 3.5 Update Messenger Tools – WhatsApp #

Update WhatsApp #

WhatsApp is a social media, instant messaging (IM), and voice-over-IP (VoIP) service owned by technology conglomerate Meta.

It can be a valuable tool in vocational training by facilitating communication, sharing resources, and fostering collaboration among students and instructors. It can be used to deliver lessons, share learning materials, and provide support, ultimately enhancing the learning experience and improving student engagement. 

Why is it useful for VET #

1. Communication and Support:

• Instant Messaging: WhatsApp allows for immediate communication between students, instructors, and even external mentors, enabling quick questions, clarifications, and feedback. 
• Group Chats: Facilitates group discussions, collaborative problem-solving, and peer support among students. 
• Direct Messaging: Enables personalized communication and individual support, addressing specific student needs. 
• Announcements and Reminders: Quickly disseminate important information, deadlines, and updates related to the training program. 

2. Resource Sharing and Learning:

• Multimedia Content: Shares videos, audio recordings, images, and documents related to the vocational training, such as tutorials, demonstrations, and examples. 
• External Links: Provides access to relevant online resources, articles, websites etc. 
• File Sharing: Easily distribute assignments, project guidelines, presentations, and other documents. 
• Audio/Video Messages: Delivers lessons, feedback, or instructions through voice or video messages, especially useful for practical skills training. 

3. Fostering a Dynamic Learning Environment:

• Interactive Learning: Use WhatsApp to conduct polls, quizzes, and surveys to assess understanding and engage students. 
• Informal Learning: Encourage informal learning and knowledge sharing through group discussions and interactions. 
• Reduced Isolation: Connect students with peers and instructors, combating professional isolation, especially during the transition to the workforce. 

4. Addressing Specific Needs:

• Personalized Learning Paths: Delivers tailored learning content and support based on individual student needs and progress. 
• Accessibility: Reaches students in remote areas with limited access to traditional learning resources. 
• Cost-Effective: A low-cost solution for communication and learning, particularly beneficial in resource-constrained settings. 

5. Enhancing Employability:

• Skill Development: Delivers training on in-demand skills, boosting students’ employability. 
• Job Placement Support: Facilitates communication with potential employers, provide resume and interview support, and connects students with job opportunities. 
• 
  At the same time, there can be some challenges and considerations:
• Digital Literacy: Students and instructors should have the necessary digital skills to effectively use WhatsApp.
• Privacy and Security: Measures to protect student data and ensure responsible use of the platform should be implemented.
• Appropriate Use: Clear guidelines for using WhatsApp for educational purposes and avoid excessive or inappropriate use have ot be established. 

Thus, by carefully integrating WhatsApp into VET programs, educators can create a more engaging, accessible, and effective learning experience, contributing to the success of their students. 

Links #

https://www.mdpi.com/2071-1050/14/17/10510

https://online-journals.org/index.php/i-jac/article/view/11381

https://landbot.io/blog/whatsapp-education-use-cases

https://ieeexplore.ieee.org/document/9230031

https://www.scirp.org/journal/paperinformation?paperid=110199

https://ijmra.in/v6i9/23.php

Chapter 3.7 Update Video Sharing Tools – TikTok, YouTube #

Update TikTok #

TikTok, known in mainland China and Hong Kong as Douyin, is a social media and short-form online video platform owned by Chinese Internet company ByteDance. It hosts user-submitted videos, which may range in duration from 3 seconds to 60 minutes.

It can be a valuable tool in VET by offering a platform for creating and sharing short, engaging educational videos. This “TikTok-style learning” can enhance learning experiences through accessible, on-demand content that aligns with modern learners’ preferences for short, focused bursts of information. 

Why is it useful for VET #

• Increased engagement and motivation: Short, visually appealing videos can capture attention and make learning more enjoyable, especially for tasks like demonstrating procedures or providing quick tips. 
• Improved knowledge retention: The concise nature of TikTok videos allows for focused learning and repeated viewing, aiding in knowledge retention and recall. 
• Skill development: Videos can be used to showcase practical skills, creative processes, and even soft skills like communication and teamwork. 
• Accessibility and flexibility: TikTok’s mobile-first design allows learners to access training materials anytime, anywhere, making it suitable for diverse learning environments and schedules. 
• Cost-effectiveness: Creating TikTok videos can be relatively inexpensive compared to traditional training methods, especially for tasks like demonstrations or skill-based training. 
• Peer learning and collaboration: TikTok can facilitate peer learning through challenges, collaborative projects, and shared learning experiences. 
• Exposure to diverse perspectives: TikTok can expose learners to various approaches and techniques from different experts, expanding their knowledge base. 
• Demonstrating procedures: Short videos can showcase step-by-step instructions for tasks like using equipment, performing a specific technique, or following safety protocols. 
• Explaining concepts: TikTok can be used to break down complex ideas into easily digestible short videos, making them more accessible to learners. 
• Showcasing best practices: Learners can create videos demonstrating best practices for a particular task, fostering a culture of continuous improvement. 
• Promoting creativity and innovation: TikTok can encourage learners to think creatively and develop innovative solutions to challenges. 
• Building a learning community: TikTok can facilitate interaction and knowledge sharing among learners, creating a sense of community and support. 

At the same time, there can be some challenges and considerations:

• Content credibility: It’s crucial to ensure the accuracy and reliability of information presented on TikTok. 
• Maintaining focus and avoiding distractions: It’s important to ensure that TikTok is used effectively to support learning and avoid distractions. 
• Copyright and intellectual property: It’s essential to be mindful of copyright and intellectual property rights when using TikTok for educational purposes. 
• Accessibility for all learners: Not all learners may have equal access to technology or be comfortable using TikTok, so alternative methods should be available. 

Thus, TikTok can be a valuable tool in VET when used with a clear pedagogical approach. By leveraging its interactive features, educators can create engaging learning experiences, enhance skill development, and prepare students for success in their chosen professions. 

Links #

https://journals.umcs.pl/en/article/view/16195

https://library.apsce.net/index.php/ICCE/article/view/4599

https://www.researchgate.net/publication/359790887_The_Development_of_AutoCAD_Tutorial_Video_by_Using_Tiktok_Social_Media_as_a_Learning_Media_in_Vocational_Highschool_2_Pekanbaru

https://www.ijfmr.com/papers/2025/1/36857.pdf

https://hrmars.com/index.php/IJARPED/article/view/23739/The-Acceptance-of-TikTok-as-a-Tool-for-EFL-Learning-among-High-School-Students-in-China

Update YouTube

YouTube is a social media and online video sharing platform owned by Google. It can be a valuable resource in VET by providing readily accessible, visual demonstrations and tutorials that enhance learning and skill development. Its flexibility allows learners to access content at their own pace and revisit materials as needed. 

Why is it useful for VET: #

• Demonstrations: Videos can be used to demonstrate specific tasks, procedures, and techniques in various vocational fields, such as plumbing, electrical work, or carpentry. 
• Tutorials: Step-by-step tutorials can guide learners through complex processes, helping them develop practical skills. 
• Case Studies: YouTube can host case studies and real-world examples of how vocational skills are applied in different contexts. 
• Industry Insights: Videos featuring industry experts, company tours, and discussions about emerging trends can provide valuable insights into specific vocational fields. 
• Learner-Generated Content: Encouraging learners to create their own YouTube videos can improve their understanding of the material and foster peer learning. 

YouTube Benefits:

• Accessibility and Flexibility: YouTube videos are available 24/7, allowing learners to access content at their convenience and revisit materials as needed for better understanding. 
• Visual Learning: Many vocational skills are best learned through visual demonstration. YouTube provides a platform for instructors to showcase practical techniques, step-by-step procedures, and real-world applications. 
• Diverse Content: YouTube offers a wide range of videos covering various vocational fields, from skilled trades to technical professions and even business-related skills. 
• Cost-Effectiveness: YouTube is a free platform, making it an affordable resource for both educators and learners. 
• Engagement and Motivation: Visual demonstrations and the ability to pause, rewind, and rewatch videos can enhance learner engagement and motivation. 

At the same time, there can be some challenges and considerations:

• Quality Control: It’s important to ensure that videos used in VET are accurate, reliable, and aligned with industry standards. 
• Licensing and Copyright: Educators should be aware of YouTube’s licensing policies and ensure that they are using videos legally. 
• Integration with Formal Training: YouTube should be used as a supplementary resource alongside formal vocational training programs, rather than a replacement for qualified instruction. 

Thus, by leveraging the accessibility and visual nature of YouTube, educators can enhance VET programs and empower learners with the practical skills they need. 

Links #

https://www.sciencedirect.com/science/article/abs/pii/S0023969025000293#:~:text=Its%20(%20YouTube%20)%20widespread%20use%20among,and%20is%20freely%20available%20(%20Yagci%2C%202014).

https://www.sciencedirect.com/science/article/abs/pii/S0360131520301378#:~:text=1.4.%20Reliability%20and%20accuracy%20of%20information%20on,appear%20in%20them%20need%20to%20be%20reliable.

https://www.etf.europa.eu/sites/default/files/2019-08/video_pedagogy_for_vocational_education.pdf

https://injurity.pusatpublikasi.id/index.php/inj/article/view/210

https://www.tandfonline.com/doi/full/10.1080/13636820.2023.2180423

https://elearningindustry.com/8-tips-effectively-use-youtube-in-elearning

Chapter 3.8 Update Social media – Facebook #

 

https://www.statista.com/topics/1164/social-networks

The leading social networks are usually available in multiple languages and enable users to connect with friends or people across geographical, political, or economic borders. In 2025, social networking sites are estimated to reach 5.42 billion users. Market leader Facebook was the first social network to surpass one billion registered accounts and currently has more than three billion monthly active users.

Social media can be a valuable tool in VET by enhancing learning, collaboration, and skill demonstration. It offers opportunities for students to access course information, collaborate on assignments, and showcase their acquired skills. 

Update Facebook #

Facebook is a social media and social networking service owned by the American technology conglomerate Meta.

It can be a valuable tool in VET by facilitating communication, collaboration, and resource sharing among students and teachers. It can also help create a positive learning environment and enhance student engagement. 

Why is it useful for VET #

1. Enhanced Communication and Collaboration:

• Student-to-student and student-to-teacher interaction: Facebook allows for quick and easy communication between students and teachers, discussions, and collaborative learning. 
• Resource sharing: Teachers can easily share learning materials, announcements, and updates with students, and students can share resources with each other. 
• Building a learning community: Facebook can foster a sense of community among students, helping them feel more connected and supported in their learning journey.
• Connecting with industry professionals: Facebook can be used to connect students with professionals in their chosen fields, providing opportunities for networking and mentorship. 

2. Increased Student Engagement:

• Reaching students where they are: Facebook is a platform that many students are already familiar with and use, making it an effective way to connect with them and encourage participation. 
• Motivating learning: Facebook can be used as a motivational tool, with teachers sharing success stories, celebrating achievements, and providing positive reinforcement. 
• Interactive learning experiences: Teachers can use Facebook to create interactive learning activities, such as polls, quizzes, and discussions, that can make learning more engaging and fun. 

At the same time, there can be some challenges and considerations:

• Facebook addiction and academic performance: It’s important to be aware of the potential for Facebook addiction and its negative impact on academic performance. 
• Privacy and data security: Schools and educators should be mindful of student privacy and data security when using Facebook for educational purposes. 
• Digital divide: It’s important to ensure that all students have access to the technology and internet connection needed to participate in online learning activities. 
• Teacher training and support: Teachers need adequate training and support to effectively integrate Facebook into their teaching practices. 

Thus, by carefully considering these factors and implementing appropriate strategies, Facebook can be a valuable tool to enhance VET and empower students. 

Links #

https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0280306

https://ieeexplore.ieee.org/document/6820203

https://ospi.k12.wa.us/sites/default/files/2023-08/facebookforeducators.pdf

https://online-journals.org/index.php/i-jet/article/view/9363

https://www.tandfonline.com/doi/full/10.1080/23311983.2023.2185447

10.1016/j.heliyon.2021.e08317

https://link.springer.com/article/10.1007/s10639-021-10804-9