THE EDUCATIONAL MODEL FOR DEVELOPING THE CIVIC CONSCIOUSNESS OF VOCATIONAL STUDENTS IN THE ERA OF VULNERABILITY
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Abstract
This study aimed to: 1) Investigate the current conditions and problems concerning the concept of citizenship; 2) Develop guidelines for fostering the concept of citizenship; and 3) Develop an educational model for enhancing the concept of citizenship among Higher Vocational Certificate students under the Institute of Vocational Education, Northern Region 3, in the era of vulnerability. An explanatory sequential mixed methods research design was employed. The quantitative sample consisted of 368 students selected through proportional stratified random sampling, while 83 qualitative informants were purposively selected. The quantitative findings were used as a basis for identifying issues to be further explored through qualitative inquiry. The research instruments included a questionnaire and a semi-structured interview form. Data were analyzed using frequency, percentage, mean, standard deviation, logistic regression analysis, and content analysis. The findings revealed that: 1) The students’ concept of citizenship was formed through practical learning experiences and participation in institutional activities; however, they demonstrated limitations in connecting individual experiences with structural social issues. The analytical models yielded McFadden’s R² values ranging from .261 to .304. The significant factors included learning experiences, learning impact, social engagement, and critical thinking, which were statistically significantly associated with the level of the students’ concept of citizenship; 2) The developmental guidelines comprised analyzing real-life problems and vulnerabilities, learning through authentic situations connected to vocational contexts, promoting critical and systems thinking, and incorporating assessment and reflection on learning outcomes; and 3) The developed model, entitled the BANI-Vocational Citizenship Learning Model, consisted of four components: Structural Context, Learner Foundation, Transformative Educational Mechanism, and Dynamic Citizenship Concept.
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