The aim of the project is to propose an innovative solution for situations in which vocational education becomes mandatory in distance in both schools and companies in crisis situations such as Covid19. Thus, in cases where vocational education cannot be done face to face, an innovative method will be developed with this project to increase students' participation and learning motivation during distance teaching. As a result of the synchronized online vocational education model to be developed with the project, students will make learning permanent by performing less practical applications in the workshop environment. Therefore, practical training time will be shortened, less energy and material will be consumed. Companies involved in the project will be able to use the method to be developed effectively in their training and remote repair maintenance processes. Consequently, the technical and digital skills of the vocational students will be able to improve in crisis times. The digital qualifications of the vocational teachers will be developed during the project activities. A report outlining guidelines to encourage effective digital training methods, including examples of good practices, recommendations, guidelines, and an AR training model developed. A range of training modules will be produced, giving generic digital learning advice and guidance through to the development of technical skills to create digital content suitable for use with immersive technologies. This piece of work will also include the delivery of training. Digital content will be created to help innovate the delivery of curriculum for training in operating CNC machines. This will make delivery of that curriculum more innovative and in the on-going pandemic situation, will act as an exemplar that could be used for similar developments in other curriculum areas. The project will develop a framework for organizing the assessment of digital learning environments in a standardized way in vocational education (VET), to fit scenarios where traditional face-to-face exams. A final output end of the project will be an example of teaching material for AR-based digital education platforms, including digital training content, application videos, AR applications, and online assessment tools. The project will expect to develop: - Improving the quality of vocational education using AR technology - Enhancing the learning motivation and interaction of students, - Promoting career development through intercultural learning - Increasing the participants' motivation to learn - Developing the foreign language skills of the participants - Development of cooperation between universities, industrial organizations, and vocational education institutions in the European dimension. - Development of digital teaching materials based on AR technology within international education standards.
The primary goal of implementing the project was to develop an effective and motivating digital training model in vocational and technical education. The project aimed to address the challenges faced in delivering practical training remotely by integrating digital technology. 1- Comprehensive situation analysis to assess the current state of digital training in vocational education and companies 2- Enhance the digital skills and literacy of vocational education teachers, and project staff 3- Creating interactive digital training materials for distance learning, providing practical skills and experience to achieve a sustainable and green VET system by reducing energy consumption and optimizing resource usage. 4- Establish an assessment and evaluation system for interactive vocational training. The project's ultimate aim was to enhance vocational and technical education by leveraging innovative digital training approaches and fostering collaboration between universities, vocational schools, and companies.
By March 2020, the global impact of the COVID-19 pandemic had intensified, leading to a significant increase in cases and deaths worldwide. The epidemic had a profound effect on the world, prompting countries to take immediate action. Initially, travel restrictions were implemented as a means of controlling the spread of the virus. As the situation worsened, many countries eventually resorted to implementing total lockdown measures. The decisions regarding quarantine procedures and lockdowns had far-reaching consequences, including disruptions in education and training activities. Following a brief holiday period, educational institutions shifted to remote learning approaches to ensure the continuity of education while adhering to public health guidelines and restrictions. Distance education posed significant challenges for vocational and technical training, primarily because of the lack of adequate training materials, and hindered the effective delivery of vocational and technical training during distance education. Unlike theoretical subjects that can be easily conveyed through online platforms, vocational and technical skills require physical interaction, equipment, and practical demonstrations. Addressing this challenge required the development and adaptation of innovative strategies and resources to deliver practical training remotely. Efforts were required to create digital training materials, virtual simulations, and interactive platforms that could partially substitute for in-person practical training. On the other hand, it was seen that the criticality of providing comprehensive training in digital skills, internet literacy, and distance education to students, teachers, academics, and institutional leaders.