Bridging the Green Skills Gap in TVET: A Systematic Review of Workplace Learning Models for Vocational Teachers Kurniawati, Siti Nur Slaraswati, Aisha Hasna Azizah, Ade Karim
Technology and Vocational Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No. 229 Bandung 40154
kurniawati13[at]upi.edu
Abstract
The accelerating global green transition requires vocational education systems not only to produce technically skilled graduates but also to develop educators equipped with sustainability-oriented competencies, known as green skills. Vocational teachers play a strategic role in integrating sustainability values into instructional practices, workshop activities, and school culture. However, existing literature reveals a significant gap between the green skill demands of industry and the current competencies of teachers, particularly in technical application, industry exposure, and the ability to implement environmentally-based learning in real contexts. This study aims to: (1) identify the types of green skills required by vocational teachers- (2) analyze the role of workplace learning (WBL) in developing these competencies- and (3) propose a relevant WBL-based model for enhancing teachers green skills. This research employs a Systematic Literature Review (SLR) using the PRISMA protocol, analyzing 25 international peer-reviewed articles. The findings demonstrate that workplace learning through industry internships, teaching factories, on-the-job training, and dual vocational systems is the most effective approach to developing teachers green skills, as it facilitates real-world experience, green technology transfer, and strengthens school-industry collaboration. Based on these findings, this study proposes the WBL-Based Green Skills Development Model, consisting of five sequential stages: awareness, industry experience, green practice implementation, performance-based assessment, and innovation.
Keywords: green skills, vocational teachers, workplace learning, TVET, sustainability
