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Advancing Skills-Based Education: Designing and Validating a Constructivist Learning Environment Model to Foster Students' Illstructured Problem-Solving and Industrial Competencies

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Title: Advancing Skills-Based Education: Designing and Validating a Constructivist Learning Environment Model to Foster Students' Illstructured Problem-Solving and Industrial Competencies
Language: English
Authors: Onnapang Savaengkan, Sumalee Chaijaroen
Source: Journal of Education and Learning. 2026 15(2):195-212.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Constructivism (Learning), Problem Solving, Psychomotor Skills, Job Skills, Foreign Countries, Career and Technical Education, Skill Development, Industrial Education, Auto Mechanics, Thinking Skills, Critical Thinking, Cognitive Processes, Knowledge Management, Knowledge Level
Geographic Terms: Thailand
ISSN: 1927-5250
1927-5269
Abstract: The overarching aim of this study is to explore how the Constructivist Learning Environment Model enhances ill-structured problem-solving skills and psychomotor competencies among Thai students in skills-based and industrial programs. The research employed a Design and Development approach structured into two phases. Phase 1 involved model development based on literature review, contextual surveys, and theoretical synthesis. Phase 2 focused on model validation through internal expert assessments and external validation via pre-test and post-test with 30 first-year vocational students from Khon Kaen Technological Business College (K-BAC), selected through cluster random sampling. The developed model consists of seven interconnected components: (1) Problem-Based Learning Center, (2) Resource Center, (3) Cognitive Tool Center, (4) Collaboration Center, (5) Problem-Solving Enhancement Center, (6) Scaffolding Center, and (7) Coaching Center. Expert evaluations highlighted the model's consistency with established theoretical principles, confirming its effectiveness in stimulating cognitive growth, collaborative learning, scaffolding, and problem-solving development. The pre- and post-test results demonstrated significant improvements in students' problem-solving abilities, with mean scores increasing from 25.7 (SD = 2.85) to 45.27 (SD = 2.35), as indicated by a p-value of 0.000 (p<0.05 level of significance). Additionally, the consistency questionnaire revealed 100% student agreement on the coherence of content, media, and design components, confirming the model's integrated structure. This study contributes a practical, theory-aligned learning environment model for vocational education, emphasizing authentic problem-solving and skill development. Although Phases 1 and 2 findings are promising, further validation is required to confirm the model's full effectiveness in enhancing vocational and industrial competencies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507234
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Advancing Skills-Based Education: Designing and Validating a Constructivist Learning Environment Model to Foster Students&#39; Illstructured Problem-Solving and Industrial Competencies
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: The overarching aim of this study is to explore how the Constructivist Learning Environment Model enhances ill-structured problem-solving skills and psychomotor competencies among Thai students in skills-based and industrial programs. The research employed a Design and Development approach structured into two phases. Phase 1 involved model development based on literature review, contextual surveys, and theoretical synthesis. Phase 2 focused on model validation through internal expert assessments and external validation via pre-test and post-test with 30 first-year vocational students from Khon Kaen Technological Business College (K-BAC), selected through cluster random sampling. The developed model consists of seven interconnected components: (1) Problem-Based Learning Center, (2) Resource Center, (3) Cognitive Tool Center, (4) Collaboration Center, (5) Problem-Solving Enhancement Center, (6) Scaffolding Center, and (7) Coaching Center. Expert evaluations highlighted the model&#39;s consistency with established theoretical principles, confirming its effectiveness in stimulating cognitive growth, collaborative learning, scaffolding, and problem-solving development. The pre- and post-test results demonstrated significant improvements in students&#39; problem-solving abilities, with mean scores increasing from 25.7 (SD = 2.85) to 45.27 (SD = 2.35), as indicated by a p-value of 0.000 (p&lt;0.05 level of significance). Additionally, the consistency questionnaire revealed 100% student agreement on the coherence of content, media, and design components, confirming the model&#39;s integrated structure. This study contributes a practical, theory-aligned learning environment model for vocational education, emphasizing authentic problem-solving and skill development. Although Phases 1 and 2 findings are promising, further validation is required to confirm the model&#39;s full effectiveness in enhancing vocational and industrial competencies.
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  Data: 2026
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  Data: EJ1507234
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507234
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 195
    Subjects:
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: Job Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Industrial Education
        Type: general
      – SubjectFull: Auto Mechanics
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Knowledge Management
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Advancing Skills-Based Education: Designing and Validating a Constructivist Learning Environment Model to Foster Students' Illstructured Problem-Solving and Industrial Competencies
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            NameFull: Onnapang Savaengkan
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            NameFull: Sumalee Chaijaroen
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              Y: 2026
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