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TVET@Asia Issue 25: Training and Educating Future Healthcare Professionals: Health Care Education, Patient-centred Education and Health Promotion

by Marianne Teräs, Suci Tuty Putri, Chee Sern Lai, Junmin Li

The health sector is facing many challenges of which digital transformation of work, equality and equity of care, new types of pandemics as well as patients’ rights and involvement in their care are just a few. On the other hand, rapid technological developments and new forms of treatments are opening up new opportunities for the health of patients and populations. The changes and challenges also affect pedagogical and didactical practices of technical and vocational education and training of professionals and their commitment to continuous learning throughout their careers.

This issue of TVET@Asia gathers original research, case studies, and theoretical perspectives that shed light on the challenges, opportunities, and best practices in health care education including patient-centred education and health promotion. The issue takes a broad approach to the subject in relation to education of professionals, focusing on innovative approaches, evidence-based strategies, and emerging trends that enhance teaching, learning, and practical training in the healthcare field.

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About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

Learn more about TVET@Asia

Social-Emotional Development for Vocational School Students Through Teaching Soft Skills: A Case Study in Vietnam

by Chieu Linh Thi Do

Social-emotional learning (SEL) has emerged as a vital component in preparing vocational students for both academic success and mental well-being. In Vietnam, while soft skills are part of the vocational curriculum, the integration of SEL into these programmes remains underexplored. This study investigates the social-emotional skill levels among vocational students and examines how soft skills education can foster SEL development. A quantitative survey was conducted with 185 students from technical schools and technical colleges in Ho Chi Minh City, using a structured questionnaire based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework encompassing five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Descriptive statistics revealed that students’ social-emotional skills were generally at an average level. Among the five dimensions, social awareness scored the highest, while self-management—particularly time management and reading habits—scored the lowest. Inferential analysis using t-tests showed a statistically significant difference between technical college and technical school students, with college students demonstrating significantly higher proficiency in all five social-emotion domains. The findings highlight several challenges faced by vocational students, including limited teamwork ability, poor emotional regulation under pressure, and a tendency to focus on others’ weaknesses rather than strengths. These challenges underline the importance of embedding SEL more explicitly within soft skills curricula. The study concludes with practical recommendations for educational administrators and teachers, including smaller class sizes, mindfulness programs, targeted teacher training, and contextualized classroom activities to build emotional resilience and interpersonal competence.

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Training of Nurses in India and Germany: A Curricular Comparison in the Context of Health Promotion

by Jonas Winzen, Annabell Albertz, Matthias Pilz

The study compares nursing training in terms of health promotion between Indian and German curricula. Therefore, the scope of the analysis is limited to the health promotion of trainee nurses, and it is explicitly not intended for patients. To address this, the current curricula in nursing training in India and Germany are examined using content analysis. In addition, three interviews with Indian nurses were conducted to complement the curriculum analysis and to validate implementation in the classroom. The results show that the German curriculum covers the topic of trainees’ health promotion more frequently and in greater depth, both quantitatively and qualitatively. The Indian curriculum focuses more on general concepts and emphasises the role of nurses as productive members of society. Furthermore, nutrition is treated in more detail in the curriculum in India than in Germany. The results are both innovative, as no detailed studies exist to date, and of practical importance, as they can be used to target recognition processes and any necessary post-qualification activities in the context of nurse migration from India to Germany.

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Promoting Sustainable Healthcare Transport in Health Education in Sub-Saharan Africa: A Bibliometric Analysis of Research Trends and Gaps

by Enock Musau | Issue 25, Startseite

Amid growing climate change concerns, healthcare systems are under increasing pressure to adopt sustainability principles, especially in logistics and transportation. However, the extent to which green mobility concepts are integrated into healthcare education remains largely unexplored. This study conducts a bibliometric analysis to map the intellectual landscape at the intersection of sustainable healthcare transport and health education. Drawing from Scopus and Web of Science databases (1970–2025), the analysis utilizes VOSviewer and the Bibliometrix R package to examine co-authorship networks, publication trends, thematic clusters, and keyword co-occurrences. Results indicate growing interest in electric medical vehicles, telemedicine-enabled transport, and low-carbon healthcare logistics. Despite these advancements, sustainability remains marginal in healthcare curricula. This study highlights a significant pedagogical gap and calls for integrating climate-smart transport knowledge into professional training. The findings offer practical insights for educators, curriculum developers, and policymakers aiming to align health education with global sustainability and climate resilience goals. By bridging research silos, this study advances a cross-disciplinary understanding and supports the development of a health workforce prepared for low-carbon, adaptive systems.

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Challenges in healthcare: The perspective of apprentices entering nursing education in the German VET system and its consequences for the recruitment of professionals

by Phillipp Struck | Issue 25, Startseite

In many countries, the educational pathway into nursing is an academic study program. In Germany, it is also possible to study nursing; however, the vocational path is chosen far more frequently. For this study, 15 first-year apprentices were interviewed on their criteria for choosing this career and their future prospects. The interview results indicate that personal motivation or other individual reasons for entering the nursing profession are the main incentives for pursuing nursing education. Career orientation and internships, as well as biographical experiences and personal environment, also significantly influence their career choice. The apprentices cite various factors that could increase their chances of remaining in the nursing profession in the long term, including financial compensation, opportunities for further education and personal development, and appreciation and recognition for their work by other medical colleagues. Responses to career choice criteria questions are examined and classified using established theories (e.g. Gottfredson 2002; Lent, Brown & Hackett 1994). The results are discussed in terms of possible consequences and implications for VET teachers and instructors to understand the perspectives of recruiters and explore ways to enhance and promote the appeal of nursing education in the German VET system. This could contribute to the professional development of future professionals at an early stage. The concluding considerations offer a framework for exploring broader applications.

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Career Advancement for Students Undertaking TVET Matriculation Program after High School in Malaysia

by Rosziati Ibrahim, Khadijah Md Ariffin, Mazidah Md Rejab, Sapiee Jamel, Abdul Rasid Abdul Razzaq | Issue 25, Startseite

Technical Vocational Education and Training (TVET) has long been the central pillar in producing highly skilled human capital in technical and vocational fields in Malaysia. In 2023, the TVET matriculation curriculum was introduced in Malaysian education to meet the growing demand for TVET in the country. However, concerns persist regarding its effectiveness in preparing students for their career advancement. This paper summarizes the findings based on the survey instrument that was distributed to the first batch of students who took the TVET matriculation program. For the survey, 162 questionnaires were distributed. The analysis was conducted based on 149 valid questionnaires, with a response rate of 92%, obtained through a rigorous selection process. The results from the analysis show that career opportunities were the main factor in driving students to choose this program, with 49% of respondents emphasizing this factor. From an academic perspective, 75.2% of the students had a background in pure science during secondary school, indicating an interest and inclination towards technical disciplines. Meanwhile, 40.9% of students stated interest as the main factor influencing their choice. These results show that TVET continues to be a relevant choice among students who want to build a strong career.

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