Components of Teaching Competencies Required for Vocational High School Teachers in the Era of Digital Transformation

The purpose of this study was to identify the components of teaching competencies required for vocational high school teachers in the era of digital transformation. To achieve this, theoretical components were first developed through literature review, expert in-depth interviews, and modified Delphi surveys. These were then empirically validated through exploratory factor analysis based on a survey of 600 vocational high school teachers. The key findings are as follows: First, six major competency clusters were identified: curriculum analysis competencies, learner-customized teaching and learning design and implementation competencies, industry-linked teaching and learning design and implementation competencies, digital technology integration competencies, learner-customized assessment management competencies, and teaching reflection and change adaptation competencies. Second, the curriculum analysis competency cluster consists of 2 sub-competencies and 7 competency elements. The learner-customized teaching and learning design and implementation cluster comprises 4 sub-competencies and 15 elements. The industry-linked teaching and learning design and implementation cluster includes 3 sub-competencies and 10 elements. The digital technology integration cluster contains 3 sub-competencies and 9 elements. The learner-customized assessment management cluster consists of 3 sub-competencies and 8 elements. Finally, the teaching reflection and change adaptation cluster comprises 2 sub-competencies and 11 elements. The major implications of this study are as follows: First, by presenting competencies for learner-customized and industry-linked teaching utilizing digital technology, it established a foundation for implementing data-driven personalized learning and practical instruction connected to industrial fields. Second, beyond procedural approaches to teaching, it identified competencies that shape learner-centered instructional processes, including promoting learning engagement and developing higher-order thinking skills. Third, the study is significant in that it presents digital technology not as an isolated instrumental competency but as integrated throughout the curriculum.