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The Future of Global Vocational Teacher Education With Technology-Enhanced Learning: Prospects and Constraints
Abstract
This article clearly examined the transformation of global vocational teacher education through technology-enhanced learning (TEL), presenting a theoretically grounded analysis of both enabling prospects and constraining factors. The study argues that successful TEL integration requires systemic transformation rather than mere technological adoption. Through critical engagement with empirical evidence this analysis reveals three paradoxes that challenge conventional assumptions: the personalization-standardization paradox, the access-exclusion paradox, and the innovation-preservation paradox. This work aligns with Sustainable Development Goal 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by examining how technology-enhanced vocational teacher education can improve educational quality while strengthening workforce development. The study concludes that the future of vocational teacher education depends on vitally informed, contextually responsive approaches that preserve vocational education's essential character while leveraging digital affordances strategically.
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