Innovating Pedagogical Approaches in Industrial Technology and Livelihood Education: A Comparative Study of BTVTED and BTED Programs in Enhancing Technical Competency and Workforce Readiness in Philippine State Universities

Oscar Bangayan; Mayeth Navasca; Randulph Navasca; Jolina Abaquita-Espiritu; Mylene Calaranan

doi:10.63931/ijchr.v7iSI2.235

Authors

Oscar Bangayan Isabela State University https://orcid.org/0000-0003-0074-8783
Mayeth Navasca Don Mariano Marcos Memorial State University https://orcid.org/0009-0002-0610-3855
Randulph Navasca Don Mariano Marcos Memorial State University https://orcid.org/0009-0004-7739-5028
Jolina Abaquita-Espiritu Pangasinan State University- Lingayen Campus https://orcid.org/0009-0001-7387-6420
Mylene Calaranan Mariano Marcos State University https://orcid.org/0009-0006-0429-2372

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.235

Keywords:

technical competency, pedagogy, contextualized learning, TESDA, Philippine Qualifications Framework

Abstract

This study investigated the pedagogical practices, technical competency levels, and contextualized instructional innovations in the Bachelor of Technical-Vocational Teacher Education (BTVTED) and Bachelor of Technology and Livelihood Education (BTLED) programs across selected Philippine State Universities, namely Don Mariano Marcos Memorial State University (DMMMSU), Pangasinan State University (PSU), Mariano Marcos State University (MMSU) and Isabela State University (ISU). Using a qualitative-descriptive approach, the study examined how teaching strategies align with national standards such as the Philippine Qualifications Framework (PQF) and TESDA’s Training Regulations, and how effectively they prepare pre-service teachers for real-world technical and vocational education (TVE) settings. Findings revealed a significant alignment between curricular content and industry-required competencies, with respondents citing integration of TESDA-accredited National Certificates (NC II) and task-based instruction. However, the study also identified critical gaps in access to modern equipment, real-life simulations, and updated teaching resources. In addition, the programs showed evidence of fostering soft skills such as leadership, communication, and professional behavior through internships and community engagements. The effectiveness of innovative and contextualized pedagogies was evident in bridging the gap between academic learning and workplace application, although implementation remains inconsistent across institutions. The study recommends enhancing curriculum design to incorporate more experiential and industry-based learning, investing in laboratory and training facilities, and conducting continuous teacher training to meet the evolving demands of the technical workforce. These insights contribute to strengthening the relevance and responsiveness of BTVTED and BTLED programs to the Philippine labor market and global TVET standards.

References

[1] Acala, M. L. B., & Bañaga, A. R. (2021). Pedagogical practices of technology and livelihood education teachers in selected public secondary schools. Journal of Humanities and Education Development, 3(1), 39–44. https://doi.org/10.22161/jhed.3.1.6 DOI: https://doi.org/10.22161/jhed.3.1.6

[2] Alinea, J. M., & Alinea, J. J. F. (2022). Bachelor of Technical Teacher Education versus Bachelor of Technical Vocational Teacher Education: A comparative analysis of technical teacher education curricula. Interdisciplinary Research Review, 17(5), 18–24.

[3] Ballesteros, M. M. (2019). Philippine Technical and Vocational Education and Training (TVET) System: Demand-Supply Analysis. Philippine Institute for Development Studies. https://pids.gov.ph/publication/discussion-paper/philippine-technical-and-vocational-education-and-training-tvet-system-demand-supply-analysis

[4] Cabansag, J. N. (2014). Instructional practices of technology and livelihood education teachers in the K to 12 curriculums. International Journal of Education and Research, 2(10), 483–492.

[5] CHED. (2017). Policies, Standards, and Guidelines for the Bachelor of Technology and Livelihood Education (BTLED). Commission on Higher Education Memorandum Order No. 56, Series of 2017.

[6] Dela Cruz, A. S., & Cristobal, C. R. (2023). Aligning technical-vocational teacher education curricula with national competency standards in the Philippines. Philippine Journal of Teacher Education, 14(2), 87–99.

[7] Domingo-Alejo, J. (2024). AI Integrated Administration tool design with ML Technology for Smart Education System. 2024 4th International Conference on Advanced Computing and Innovative Technologies in Engineering (ICACITE), 1423–1428. DOI: https://doi.org/10.1109/ICACITE60783.2024.10616455

[8] Escalada, R. T., & Bautista, J. L. (2021). Experiential learning and workforce adaptability of vocational education graduates. TVET Research Journal, 9(1), 52–68.

[9] Evangelista, A. L. (2018). Competency gaps among technical-vocational education graduates: Implications for curriculum development. Asia Pacific Journal of Multidisciplinary Research, 6(1), 45–50.

[10] Eustaquio, G. L. (2024). A Deep Analysis of the Implementation of Technical Strategy using AI in MBS. 2024 4th International Conference on Advanced Computing and Innovative Technologies in Engineering (ICACITE), 1472–1478. https://doi.org/10.1109/ICACITE60783.2024.10617117 DOI: https://doi.org/10.1109/ICACITE60783.2024.10617117

[11] Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

[12] JIP Publication. (2023). Management of Experiential Learning Loss of Bachelor of Technical Vocational Teacher Education Students during Online Learning. ResearchGate.

[13] Navasca, R., Abaquita-Espiritu, J., Calaranan, M., Navasca, M., Tugelida, N. B., & Tamayo, S. (2025). Culturally Rooted Pedagogies in Technical-Vocational Education: Teaching Practices and Cultural Integration among TVL-TLE Instructors and Professors in Philippine Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 372–387. https://doi.org/10.63931/ijchr.v7iSI2.207 DOI: https://doi.org/10.63931/ijchr.v7iSI2.207

[14] OECD. (2019). Future of education and skills 2030: OECD Learning Compass. https://www.oecd.org/education/2030-project/

[15] Padios, R. G., & Umbao, E. B. (2021). Teaching readiness of pre-service TLE teachers in a state university in Northern Philippines. International Journal of Multidisciplinary Research and Publications, 4(7), 8–14.

[16] Pamittan, S. T., Caranguian, C. B., Andres, A. D., Saquing, J. B., Vecaldo, R. T., & Canay, P. C. (2022). Correlates of Employability among the Bachelor of Technical Teacher Education Graduates of the Philippine Public University—International Journal of Learning, Teaching and Educational Research, 21(4), 94. DOI: https://doi.org/10.26803/ijlter.21.4.10

[17] Philippine Institute for Development Studies (PIDS). (2022). Enhancing the quality and relevance of TVET in the Philippines. https://pids.gov.ph/publication/discussion-paper/enhancing-quality-tvet

[18] Rivera, J. C. (2024). Investigating the policies, the resources, and gaps in the competencies of Bachelor of Technical Vocational Teacher Education (BTVTEd). Divine Word International Journal of Management and Humanities, 3(4), 1121–1136. DOI: https://doi.org/10.62025/dwijmh.v3i4.95

[19] San Jose, R. L. (2024). The Roadmap of Creating and Implementing CBS Through Artificial Intelligence. 2024 4th International Conference on Advanced Computing and Innovative Technologies in Engineering (ICACITE), 1461–1466. https://doi.org/10.1109/ICACITE60783.2024.10616692 DOI: https://doi.org/10.1109/ICACITE60783.2024.10616692

[20] Tabaquero, M. F., & Lopez, J. R. (2021). Contextualized pedagogy and student engagement in technical-vocational education. International Journal of Educational Research and Innovation, 5(2), 66–78.

[21] Tan, E. A. (2022). Competency-based education and industry alignment in Philippine teacher education institutions. Asia Pacific Journal of Multidisciplinary Research, 10(3), 34–41.

[22] TESDA. (2024). Technical Education and Skills Development Authority [Agency profile]. Government of the Philippines.

[23] Torres, A. C., & Barte, R. (2020). Addressing employability skills in technical-vocational teacher education. The Normal Lights: Journal on Teacher Education, 14(2), 99–120.

[24] Trines, S. (2019). Technical and vocational education and training in the Philippines. World Education News + Reviews. https://wenr.wes.org/2019/09/education-in-the-philippines

[25] UNESCO-UNEVOC. (2018). Taking skills development to the next level: Global trends in TVET. https://unevoc.unesco.org

[26] Uwameiye, B. E. (2019). Challenges faced by students in acquiring entrepreneurial skills in home economics education in Nigeria. International Journal of Educational Research and Management Technology, 4(2), 14–23.