Abstract:

In this communication, we present the methodology Being a Part of It (BPI), in which students in a VET classroom, led by their teacher, are going to carry out an engineering project proposed and supervised by a technology company, as if they were a development department of the company, developing important parts of the company's research projects.

The methodology BPI, as other teaching methods based on projects or case analysis, such as Case-based learning, is expected to promote in students a special motivation for learning. It is also expected the development of transversal skills such as digital tools, autonomous learning techniques, group work, oral and written expression, critical thinking and others that will be important in their vocational studies and in their later professional career. The objective is to train students with obstacles in the processes and transversal skills that favor their recruitment. That is why we propose the application of BPI methodology at the beginning of vocational training studies. We intend that students, from the beginning of their studies, have a practical training at the classroom, acquire team-working skills, assume responsibilities and learn about the work processes of technology companies.

At the beginning of the 2023-2024 academic year, three-week pilot tests will be carried out in three VET centers in France, Greece and Spain. These tests are carried out in the framework of the Erasmus + 2021-1-ES01-KA220-VET-000029545 project TECHVETLAB: A solution for postcovid-19 laboral market through a technical training of vet students with obstacles.

This is an opportunity to evaluate how being for a period of time (certainly short in the case of these pilot tests) immersed in this project generates in the students an additional motivation towards VET studies and in general towards technological innovation. The study will follow the ACRS (Attention, Confidence, Relevance, Satisfaction) model proposed by Keller in 2010 which provides a structure for assessment based on his conception of the motivational design of learning. In our case it will be based on a survey of 34 questions, adapting the language of the questions posed to the level of studies corresponding to the beginning of vocational training studies.

Acknowledgements:
This work has been funded by the Erasmus + program within the 2021-1-ES01-KA220- VET-000029545 project, granted in 2021 by the Spanish Service for the Internationalization of Education (SEPIE)

Keywords:

Vocational training, technology, critical thinking, methodology, research, students, evaluation.