Key factors of Online Course Perceived Effectiveness for Preparing TVET Engineering Teachers in Russia

This doctoral study investigates the perceived effectiveness of online courses for preparing TVET (technical and vocational education and training) engineering teachers in Russia. Addressing a gap in research on digital teacher education for vocational systems, the study asks which course features are perceived as effective by both teacher trainers and participating TVET engineering teachers. An exploratory sequential mixed-methods design was used. First, standardised open-ended interviews with teacher trainers delivering online courses (N = 11) were analysed through thematic coding. The findings informed a validated questionnaire, which was then completed by TVET engineering teachers with online professional development or retraining experience (N = 237). Qualitative and quantitative strands were integrated through between-method triangulation. The study identifies five factors that shape perceived effectiveness: adaptation of course content to teachers’ professional experience and goals; flexible and blended formats; active, practice-oriented learning methods; integration of digital technologies such as simulators, virtual laboratories and interactive resources; and timely, constructive feedback. The findings also show persistent barriers, including work-study imbalance, uneven digital competence, limited practical applicability and concerns about data security. The thesis contributes an empirically grounded model for designing online professional development for TVET engineering teachers and offers practical recommendations for digital vocational teacher education and beyond.