Exploring Knowledge Management Challenges Among Vocational Students in Haryana: A Comparative Perspective

Knowledge management (KM) is increasingly recognized as a crucial aspect for effective learning and skill development. While extensive research exists on KM challenges within higher education institutions, limited attention has been paid to Industrial Training Institutes (ITIs), which primarily focus on practical skill-based training. Recognizing the unique demands of technical education, preliminary studies suggest that vocational courses may encounter distinct and potentially more pronounced KM challenges compared to traditional academic settings. This paper aims to investigate the knowledge management challenges experienced by ITI students in Haryana. Specifically, it seeks to determine the prevalence of these challenges and explore their variation across key demographic factors, including gender, course type (engineering vs. non-engineering), and area of residence (rural vs. urban). Data were collected from a sample of 509 ITI students in Haryana, and statistical tests were employed to compare the perceived KM challenges across these demographic variables. The findings reveal significant differences, indicating that rural students, female students, and students enrolled in non-engineering trades report facing greater knowledge management challenges. These results underscore the need for targeted interventions and strategies to enhance knowledge management practices within Haryana's ITIs, particularly for these identified student groups, to ultimately improve their learning outcomes and future employability.