Aligning vocational and technical education with labor market demands in a knowledge-based economy: a case study of Türkiye

Purpose Recent technological progress has significantly transformed production tools and processes, requiring the workforce to develop new skills. This study aims to analyze how vocational and technical education (VTE) in Türkiye equips students with the technical skills and workforce qualifications required by the knowledge-based economy, drawing on evidence from job advertisements and stakeholder perspectives. Design/methodology/approach The study used an embedded case study design, collecting data through document review and semi-structured and focus group interviews. Job ads were analyzed, while opinions from vocational-technical education principals, teachers, small and medium-sized enterprise (SME) managers and employer representatives in Mersin (2023) were gathered. Data were analyzed using descriptive statistics and content analysis. Findings Job advertisements indicate that the most in-demand skills are collaboration, communication, initiative/self-management and productivity. However, critical thinking is never mentioned, and skills like researching-questioning, digital citizenship and decision-making are sought at lower levels. Interview analysis shows that while knowledge-based economy skills are crucial for business life, vocational-technical education fails to adequately provide these qualifications. This gap in upskilling is attributed to socioeconomic factors, lack of resources and issues related to curriculum and organizational structure/processes. Research limitations/implications It highlights the significance of human capital, skill development and knowledge production for economic growth, while revealing a skill mismatch between VTE in Türkiye and labor market demands. It has several limitations. First, it focuses solely on Turkey, possibly restricting the applicability of its findings to other countries. Second, the qualitative data are based on a small sample of 11 educators and 14 SME managers, possibly limiting the diversity of perspectives. Third, job advertisements were collected from a single platform (kariyer.net), which may not fully represent Turkey's entire labor market. Lastly, data collection from job advertisements occurred between August and December 2022, meaning the findings may not capture long-term trends or changes in employer demands within the evolving labor market. Practical implications Practically, the study recommends curriculum reform to strengthen analytical and digital skills, increased investment in VTE infrastructure and continuous teacher training. It also emphasizes addressing socioeconomic barriers affecting students' learning and promoting stronger collaboration between VTE institutions and employers to better align educational outcomes with industry needs, ultimately enhancing the employability and readiness of VTE graduates. Social implications First, skill gaps disproportionately affect disadvantaged groups, increasing social inequality and perpetuating cycles of poverty and limited social mobility. Second, the mismatch between education and labor market needs may lead to a surge in youth unemployment or underemployment. Third, low emphasis on digital citizenship, questioning and decision-making may hinder the development of informed, critically engaged citizens. Lastly, employers may face increased costs of in-house training to fill competency gaps, especially in non-technical skills. Originality/value The study fills a critical research gap by examining the alignment between VTE and labor market demands in Türkiye, offering both theoretical insights and practical recommendations for improving the system. Its findings are particularly relevant for policymakers, educators and industry leaders seeking to bridge the skill gap in a knowledge-based economy.