Technical and Vocational Education and Training (TVET) systems face increasing pressure to produce graduates equipped with practical competencies, adaptability, and problem-solving skills aligned with 21st-century industry demands. Traditional instructional approaches, often characterized by teacher-centered methodologies, fail to effectively engage diverse learners or support experiential knowledge acquisition. This study proposes an analytical model that integrates dynamic learning styles with experiential pedagogy to optimize instructional effectiveness in TVET classroom environments. Grounded in experiential learning theory and contemporary pedagogical frameworks, the model systematically aligns instructional strategies, learner preferences, and contextual variables. The research adopts a conceptual-analytical methodology supported by a structured synthesis of existing literature. The findings indicate that dynamic adaptation of learning styles significantly enhances student engagement, retention, and skill acquisition. The proposed model provides a scalable framework for educators to design adaptive learning environments that bridge the gap between theory and practice. Implications highlight the importance of pedagogical flexibility, teacher competence, and institutional support in transforming TVET education.

Experiential Learning, Dynamic Learning Styles, TVET, Pedagogical Optimization

Abdullahet al., Journal of Technical Education and Training Vol. 11No. 4 (2019) p. 1-109

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