Abstract:

Digital competence has become a fundamental requirement in Vocational Education and Training (VET), especially for institutions that aim to align with European quality expectations and prepare learners for increasingly technology-driven labour markets. The Experimental Higher Vocational Training Institute of Thermi, Greece (SAEK Thermi), accredited under the KA121–VET Erasmus+ scheme, has introduced a technology-enhanced learning framework designed to strengthen learners’ digital skills in a structured, measurable and scalable way. The framework is based on the DigComp 2.2 structure and integrates laboratory-based instruction, microlearning activities, use of learning management systems and short digital tasks progressively embedded into the curriculum. This study examines to what extent this model contributes to measurable improvement in learners’ digital skills and their digital self-efficacy, a key factor for employability and readiness for international learning and working environments.

A small-scale pilot evaluation was implemented with a sample of N = 34 VET learners across three different vocational specialties of the Institute, using pre- and post-training measurements. Digital self-efficacy was assessed with a short Likert-scale instrument adapted for the VET context, while overall improvement in digital skills was examined across different specialties of the Institute. The analysis included descriptive statistics, a paired t-test to capture within-group changes before and after the intervention, and a one-way ANOVA to explore variations between specialties. This methodological design reflects the real conditions of VET environments, where sample sizes are often limited and learner profiles diverse, but where structured evaluation remains essential.
The results show a clear increase in digital self-efficacy after the implementation of the digital learning framework, indicating that learners feel more confident when using digital tools, participating in online activities or addressing technology-based tasks. The ANOVA findings reveal that the level of improvement differs between specialties, suggesting that learners’ background and vocational orientation influence how they benefit from digital learning activities. Participants also reported higher familiarity with LMS platforms, more effective digital communication practices and a more positive attitude towards technology-supported tasks.

Overall, the study suggests that a structured and low-cost digital learning model can support measurable progress in VET digital competence. The framework implemented in SAEK Thermi appears flexible, scalable and suitable for wider adoption. These preliminary findings provide a solid basis for expanding the research with larger samples and more advanced analytical methods, while also demonstrating how Erasmus+-accredited VET institutions can actively promote digital transformation in vocational education.

Keywords:

Digital Self-Efficacy, Learning Outcomes Assessment, Microlearning Practices, Educational Technology Integration, Learner Readiness, Competence Development.