PIPE-ID: Pipelined Innovative Teaching Architecture for Interdisciplinary Design in Vocational Education using Information and Communication Technology

<p>Universities are increasingly grappling with the problem of activating the risky interconnection of fields of study practices, which has traditionally been indicative. Students cannot be able to investigate complicated concepts and theories of societal concern by figuring out relationships between subject areas, research methods, and teaching and learning practice in a pipelined manner. The importance of vocational education and training in fostering economic growth, increasing the number of people employed, and improving the standard of employment cannot be overstated. Hence Pipelined Innovative Teaching Architecture for Interdisciplinary Design in Vocational Education using Information and Communication Technology (PIPE-ID) is proposed. Making skilled workforces through computer-based vocational education is crucial to help China shift from labor-intensive, low-skilled industries to more capital-intensive ones. This framework has four primary assumptions: the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Monitor Hypothesis, and the Input Hypothesis. Integrative strategies are relevant to empirical from China’s vocational education programs. The problem-based learning (PBL) is used to create a framework for teaching and learning that enables student-level technical courses in a sustainable and self-directed manner to overcome the unemployment problem. An interactive game-based approach (IGA) is used for problem-solving and encourages students to think critically and creatively. The study examined 90 students’ experiences involving perceptual, affective and social cognition. The results showed improved self-employment ratio of 92.7% in students. Students also demonstrated enhanced capacity of 95.1%, better schedule management of 90.7%, upgraded interoperability of 90.7%, and higher engagement levels of 88.5%.</p> <p> </p>