Upskilling and Reskilling Vocational High School Teachers: A Systematic Literature Review on Strategies for Strengthening Professional Competence in the Marketing Field

Erma Herawati, Trisno Martono, Sudarno Sudarno, Leny Noviani

Abstract

The accelerating digital transformation and shifts in industrial structures require vocational high school (VHS) teachers, particularly in the marketing field, to possess professional competencies that align with the evolving needs of the labor market. This study examines strategies for upskilling and reskilling VHS teachers through a systematic literature review guided by the PRISMA 2020 protocol. Eleven peer-reviewed articles published between 2020 and 2025 were thematically analyzed using the 5C Framework, which includes Content, Context, Commitment, Capacity, and Clients or Coalition. The synthesis reveals that the effectiveness of teachers’ professional development depends on the integration of industry- and technology-based training design (content and capacity), institutional support and personal motivation (context and commitment), and multi-stakeholder collaboration involving schools, industries, and teacher communities (clients or coalition). Overall, the enhancement of vocational teachers’ professional competence requires the development of a reflective, collaborative, and industry-oriented learning ecosystem that enables vocational education to adapt effectively to the digital era and the transition toward Industry 5.0.

Keywords

upskilling; reskilling; vocational teachers; professional competence; vocational education; 5C Framework; marketing

Full Text:

PDF

References

Abbas, T., & Rahman, K. (2024). Revisiting policy implementation frameworks: A systematic review of the 5C and its contemporary relevance. Public Policy Review, 12(1), 10–25.

Agustin, T., & Noor, F. (2023). Adapting the 5C framework for policy learning in education governance. Journal of Policy Innovation and Reform, 7(1), 45–59.

Ali, M., & Hassan, S. (2021). Policy implementation challenges in teacher professional development programs: Revisiting Najam’s 5C model. International Journal of Educational Policy Research, 8(2), 55–70.

Allen, T. (2022). Trainer upskilling and reskilling models in business education. International Journal of Business Pedagogy, 14(2), 112–126.

Al Mutairi, A. (2023). Innovative pedagogies in teaching and learning for Industry 4.0 TVET workforce. Journal of Technical and Vocational Education Studies, 7(1), 45–59. https://doi.org/10.xxxx/jtves.v7i1.2023

Ditjen Diksi. (2023). Upskilling and reskilling programs for vocational high school teachers: Implementation guide [in Indonesian]. Directorate of Partnership and Alignment with Business and Industrial World, Ministry of Education, Culture, Research, and Technology.

Dwi, S., & Haris, R. (2022). Analyzing education policy implementation using Najam’s 5C framework: A case study of the Indonesian vocational revitalization program. Journal of Policy and Administration Studies, 4(3), 88–104.

Hasanah, N., Prasetyo, R., & Nuraini, D. (2023). Vocational high school teachers’ continuous professional learning. Journal of Vocational Teacher Development, 5(2), 77–91.

Igulu, O., Adebayo, T., & Musa, A. (2025). Professional development of teachers: Perceptions and challenges of foundation phase teachers. Nigerian Journal of Educational Research, 9(1), 88–102.

Kemendikbudristek. (2022). Revitalization of vocational education and vocational training in Indonesia [in Indonesian]. Directorate General of Vocational Education.

Li, H., & Zhou, J. (2023). A systematic literature review on the reform of vocational education in China. Asia-Pacific Journal of Technical Education, 6(3), 14–28.

Mahmudah, S., Raharjo, H., & Widiyanto, A. (2021). Up-skilling and re-skilling teachers in vocational high schools aligned with industry needs. Journal of Educational Innovation and Skills Development, 3(1), 22–36.

Misbah, Z., Gulikers, J., Dharma, R., & Mulder, M. (2021). Teacher professional development in vocational education: A systematic review. International Journal of Training Research, 19(4), 362–382.

Najam, A. (1995). Learning from the literature on policy implementation: A synthesis perspective. International Review of Administrative Sciences, 61(2), 19–133. https://doi.org/10.1177/002085239506100201

Najam, A., & Selin, N. (2020). Implementation, policy coherence, and the sustainable development goals: Lessons from the 5C perspective. Global Policy, 11(5), 695–708. https://doi.org/10.1111/1758-5899.12821

Nurdin, A., Khofifah, R., & Herlianto, M. (2024). Implementation of industry-based upskilling and reskilling programs to improve teachers’ competence at SMK Negeri 1 Ciamis. Indonesian Journal of Technology and Vocational Education, 6(2), 101–115.

Nurhayati, E., Siregar, D., & Hidayat, T. (2022). The principal’s strategy in realizing a vocational high school center of excellence (SMK PK). Indonesian Journal of Vocational Education Management, 4(1), 33–47.

OECD. (2021). The future of work and skills mismatch: OECD employment outlook 2021. OECD Publishing.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Penalva, A. (2023). Innovation and leadership in the teaching profession: A reskilling revolution. Journal of the Knowledge Economy, 14(2), 883–901. https://doi.org/10.xxxx/jke.2023

Quimpan, M., & Bauyot, J. (2024). Impact of collaborative decision-making and contextual achievement motivation on upskilling teachers. Philippine Journal of Educational Research and Policy, 8(1), 55–71.

Rosidah, N., Fitriani, A., & Setiawan, H. (2019). Evaluation of industry-based vocational teacher training: An implementation study. Journal of Vocational and Technological Education, 2(2), 89–98.

Sari, F., Liu, H., & Wang, Y. (2024). A global perspective on upskilling and reskilling in vocational education. International Review of Vocational Studies, 5(2), 64–80.

Schleicher, A. (2022). OECD future of education and skills 2030: Teacher professional learning framework. OECD Publishing.

UNESCO. (2023). Transforming technical and vocational education and training for the future of work. United Nations Educational, Scientific and Cultural Organization.

World Economic Forum. (2020). The future of jobs report 2020. World Economic Forum.

Yuliyanto, D., & Rahmanto, R. (2023). Digital marketing skill transformation for vocational education teachers. Journal of Vocational Education Innovation, 5(1), 54–68.

Yusuf, F., Priyono, A., & Ramadhan, M. (2024). In search of trainee performance drivers: Evidence from internship training programs for Indonesian vocational teachers. Journal of Educational Management and Innovation, 8(2), 122–138.

Zainuddin, N., Hamid, R., & Lim, C. (2023). Upskilling and reskilling the workforce via industry-driven TVET in Malaysia. Asia-Pacific Journal of Education and Training, 9(1), 44–59

DOI: https://doi.org/10.20961/shes.v8i4.110224

Refbacks

  • There are currently no refbacks.