Revolutionizing vocational education: implementing a web-based constructivist model to enhance industrial and problem-solving skills

Purpose While vocational education develops technical skills, it often neglects critical thinking and adaptability in solving real-world problems. Using a web-based constructivist’s learning environment model (Web-Based CLEM), this study aimed at enhancing 60 Thai vocational students’ ill-structured problem-solving and psychomotor skills. Design/methodology/approach Using a Design and Development approach, the study followed three phases: (Phase 1) Model Development, involving a literature review, surveys and theoretical synthesis; (Phase 2) Model Validation, where experts assessed content, media and instructional design, and pre- and post-tests were conducted on 30 first-year students from Khon Kaen Business Administration Technology College and (Phase 3) Model Implementation and Assessment, where another 30 students from Nakhon Khon Kaen Technology College participated in model testing, along with a survey to evaluate consistency. Findings The study resulted in a comprehensive model comprising seven interconnected components: Problem Situation, Learning Center, Cognitive Tool Center, Collaborative Learning Center, Ill-Structured Problem-Solving Enhancement Center, Scaffolding Center and Coaching Center. Experts validated its effectiveness in fostering knowledge construction and problem-solving. Post-test results showed significant academic improvement, with students demonstrating higher cognitive engagement. Furthermore, the participant assessments confirmed the model’s consistency across three dimensions: content, media and design, reinforcing its role in developing problem-solving skills. Originality/value This study contributes to vocational education by addressing gaps in traditional training and demonstrating how Web-Based CLEM equips students with essential problem-solving and industrial skills for modern industries.