Beyond Flexible Learning: A Smart HyFlex Ecosystem for Green Workforce Development in Vocational Education

Abstract

Vocational education needs to adapt to the digitalization and sustainability challenges by introducing innovative learning models that combine flexibility, technology, and sustainability skills. Hybrid Flexible (HyFlex) learning has proven to be a successful model, but its potential in developing Green skills, occupational health and safety (OHS) competence and environmental sustainability awareness is yet to be thoroughly investigated, especially in the realm of smart learning ecosystems. This study used a sequential explanatory mixed methods design. Quantitative phase, a survey was conducted on 172 vocational education students who were analyzed using Partial Least Square Structural Equation Model (PLS-SEM) to test the relationship between HyFlex learning, smart learning ecosystem, learning engagement, and sustainability related outcomes. The qualitative phase involved using semi-structured interviews and focus group discussions to interpret and elaborate on the quantitative results, based on thematic analysis. The results show that the smart learning ecosystem (β = 0.68, p < 0.001) and learning engagement (β = 0.52, p < 0.001) are significant positive factors of HyFlex learning. Smart learning ecosystem and learning engagement, in turn, have a significant impact on green skills, OHS competence, and awareness of environmental sustainability. The direct impacts of HyFlex learning on outcomes related to sustainability, however, are relatively smaller and indicate that the impact of HyFlex learning is channelled through the smart learning ecosystem and learning engagement. Qualitative results also indicate that digital readiness, instructional design and hands-on learning practices are important determinants in the effectiveness of implementing HyFlex. This research shows that HyFlex learning is not enough to train learners on sustainability competency without the presence of a strong smart learning ecosystem and active participation of learners. The results show the need to combine technological infrastructure, pedagogical design and the incorporation of concepts related to sustainability learning approaches to improve the results of vocational education.