Educational change management in vocational high schools is increasingly shaped by the dual forces of organizational adaptability and behavioral resistance. This study develops a conceptual-empirical modeling framework to examine how vocational high school systems in West Java, Indonesia, respond to institutional change initiatives. Grounded in organizational change theory and resilience thinking, the research integrates behavioral, structural, and environmental determinants influencing adaptation outcomes. The study synthesizes insights from change management literature (Todnem-By, 2007) alongside resilience and transformation theories (Folke et al., 2010) to construct a multidimensional analytical model.
A mixed-method research design is proposed, combining structured survey data from educators and administrators with qualitative thematic interpretation of institutional behavior patterns. The model evaluates adaptability as a function of leadership effectiveness, perceived organizational support, curriculum alignment, and external policy pressure, while resistance is operationalized through behavioral inertia, cognitive rigidity, and institutional constraints. Findings indicate that adaptability is significantly enhanced by strategic leadership and curriculum-industry alignment, whereas resistance emerges from communication gaps and weak institutional readiness.
The study contributes a predictive framework for understanding change dynamics in vocational education systems and offers policy-relevant insights for improving implementation effectiveness in rapidly evolving educational environments.

This study develops a comparative analytical model to examine gender-based variations in meta-affective processes during science learning among vocational high school students. Meta-affect, defined as the awareness, regulation, and interpretation of one’s own emotional states in learning contexts, plays a crucial role in shaping engagement, cognitive performance, and long-term academic resilience (DeBellis & Goldin, 2006). Drawing on affective learning theory, emotional intelligence frameworks, and engagement models, this research synthesizes prior empirical findings to construct a structured analytical model that explains how gender differences influence emotional regulation, learning engagement, and cognitive-affective interaction in science education.

The model integrates dimensions of emotional regulation, academic engagement, and socio-cognitive interaction, informed by prior studies on affective engagement and learning behavior (Daher et al., 2021; Fredricks et al., 2004). Special emphasis is placed on the role of emotion regulation training in shaping affective control and academic adaptation, as highlighted in experimental findings (Dehghani et al., 2018). The study further explores how cultural, psychological, and instructional factors interact with gender to produce differentiated meta-affective learning patterns.

Findings from the synthesized model suggest that female and male students exhibit distinct emotional regulation strategies and engagement trajectories in science learning environments. These differences are mediated by emotional intelligence, instructional support, and socio-cultural expectations. The proposed framework contributes to the theoretical advancement of meta-affective learning research and provides practical implications for vocational science education design, particularly in enhancing gender-responsive pedagogical strategies.

The rapid evolution of digital economies has intensified the demand for advanced vocational competencies, particularly in digital content production at competency Level 3 in Thailand. This study proposes a Smart Learning Media Architecture (SLMA) designed to optimize occupational skill development through adaptive, data-driven, and competency-aligned learning systems. The architecture integrates intelligent learning analytics, experiential pedagogy, and competency-based education frameworks to enhance learner performance in vocational education and training (VET) contexts. Drawing on established theoretical foundations such as experiential learning theory (Kolb, 1984), competency-based assessment (Boyatizis, 1982), and problem-based learning models (Barrows & Tamblyn, 1980), the study constructs a multi-layered instructional system incorporating adaptive content delivery, learner modeling, and performance evaluation modules.

A design science research methodology is employed to conceptualize, develop, and evaluate the SLMA framework. Data-driven optimization strategies are embedded using educational data mining principles inspired by Berry & Gordon (2004), enabling the system to analyze learner behavior and improve instructional efficiency. The evaluation framework assesses usability, competency gain, and learning effectiveness in vocational digital content training environments. Findings suggest that the proposed architecture significantly enhances learner engagement, skill acquisition, and adaptive learning pathways. The study contributes to the integration of intelligent systems in vocational education, offering a scalable model for digital skills development in emerging economies.

The rapid transformation of technical and vocational education requires instructional models that integrate active learning strategies with digital learning environments. This study proposes a comprehensive evaluative framework for assessing the impact of inquiry-based blended learning modules on academic performance in Electronics Technology Education. The framework integrates pedagogical inquiry principles, constructivist learning theory, and blended learning design models to analyze student achievement outcomes in technical disciplines. Grounded in inquiry-based learning research (Annisa & Rohaeti, 2018; Nisa et al., 2018), blended instructional design principles (Koohang, 2009; Shambhavi & Mallikharjuna Babu, 2015), and vocational education practices (Anesman Abdul Rahman et al., 2020), the study conceptualizes learning effectiveness through cognitive, psychomotor, and affective dimensions.
The methodology adopts a structured framework combining instructional design variables, learner engagement indicators, and performance assessment metrics. The study further synthesizes constructivist learning theory (Vygotsky, 1978; Cooperstein & Kocevar-weidinger, 2004) with inquiry-based instructional cycles (BSCS & IBM, 1989; Karplus & Their, 1967). Findings from literature synthesis indicate that inquiry-based blended learning significantly enhances conceptual understanding, problem-solving ability, and critical thinking skills, particularly in technical subjects such as electronics engineering. However, implementation challenges such as digital readiness, instructor competency, and curriculum alignment remain critical barriers.
The proposed framework contributes to educational technology research by offering a structured evaluation model for assessing blended learning effectiveness in vocational electronics education contexts.