TVET computer programming students’ self-directed learning development through active teaching-learning strategies

Technical and Vocational Education and Training (TVET) play a crucial role in preparing individuals for the demands of the global economy. As the world continues to evolve technologically, there is an increasing need for skilled workers who possess critical thinking and problem-solving skills. However, in the current TVET system, there are challenges faced by computer programming students in developing a deep understanding of the subject matter. Many students struggle to grasp fundamental concepts, resulting in poor completion rates. This lack of comprehension is often a result of the emphasis on exam preparation rather than fostering a deep understanding of the underlying concepts. This research study aimed to address these challenges by exploring new teaching and learning approaches that foster self-directed learning (SDL) among computer programming students in TVET colleges. The integration of SDL principles, alongside critical thinking, and problem-solving strategies, holds the potential to enhance students' motivation, engagement, and long-term learning outcomes. By encouraging students to take an active role in their learning process, SDL promotes the development of lifelong learning skills that are essential for success in the rapidly changing and competitive workforce. To determine the tangible impact of SDL, especially its correlation with the enhancement of critical thinking and problem-solving skills among students, this research study employed the Self-Directed Learning Instrument (SDLI) developed by Cheng and colleagues. This tool was used to gather data, analyze trends, and establish relationships. By doing so, the study offered concrete ways to improve the understanding and competence levels of our future workforce. Finally, it contributed to broader education efforts aimed at moving from traditional teaching methods to more innovative and effective approaches.