EMPOWERING VOCATIONAL SKILLS DEVELOPMENT A STUDY ON THE INTEGRATION OF DIGITAL TOOLS IN TECHNOLOGY AND LIVELIHOOD EDUCATION

Abstract

The 21st-century educational landscape demands practical, demonstrable skills in vocational fields, yet a persistent problem exists regarding the misalignment between provided digital tools, students' learning needs, and their overall satisfaction. This study investigated the use of digital tools in Technology and Livelihood Education (TLE) to enhance students' vocational skills and learning experiences. Employing a quantitative predictive correlational research design, the study purposively selected a sample of 137 college students enrolled in TLE courses during the 2024-2025 academic year based on their active enrollment in digitally augmented classes. Data were gathered using a validated questionnaire and analyzed using descriptive statistics, multiple regression analysis, and factor analysis. Findings revealed that the integration of digital tools significantly enhanced students' acquired learning competencies and overall satisfaction. However, perceived digital learning needs did not significantly impact student satisfaction, implying that the mere provision of tools acts as a baseline expectation rather than a direct driver of satisfaction. Additionally, a negative relationship was found between year level and satisfaction, suggesting that students in higher years face increased, complex challenges that diminish their satisfaction with digital learning. The study emphasizes the importance of developing digital competencies and contributes significantly to vocational educational policy by highlighting the critical need for curriculum-aligned digital infrastructure and ongoing support as students progress through their academic programs.