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<p>Vocational education, also known as Technical and Vocational Education and Training (TVET), faces strategic challenges in integrating Computational Thinking (CT) and green skills to prepare a future workforce that is adaptive to emerging technologies while embracing sustainability perspectives. This study aims to (1) conduct a narrative mini-review of recent literature (from 2020 to 2025) addressing the integration of CT and green skills in vocational education; and (2) develop an integrative conceptual framework named the Bridging Learning Green-Informatics (BLGI) model based on the review findings. The narrative review thematically analyzes the implementation of CT, green skills, and Project-Based Learning (PjBL) approaches within TVET to identify opportunities, challenges, and best practices. The BLGI model is proposed as a foundation for contextual, collaborative, and sustainable learning that bridges CT and green skills through adaptive pedagogy supported by systemic strategies. By combining a literature review and model development, this study contributes to enhancing workforce readiness to face the green economic transition and digital revolution simultaneously, while supporting the achievement of the Sustainable Development Goals (SDGs).</p>

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Integrating computational thinking and green skills in vocational education through the bridging learning green informatics framework

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月14日

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  • Dyah Vitalocca,
  • Amay Suherman,
  • Dedi Rohendi,
  • Cica Yulia,
  • Ade Gafar Abdullah

摘要

Vocational education, also known as Technical and Vocational Education and Training (TVET), faces strategic challenges in integrating Computational Thinking (CT) and green skills to prepare a future workforce that is adaptive to emerging technologies while embracing sustainability perspectives. This study aims to (1) conduct a narrative mini-review of recent literature (from 2020 to 2025) addressing the integration of CT and green skills in vocational education; and (2) develop an integrative conceptual framework named the Bridging Learning Green-Informatics (BLGI) model based on the review findings. The narrative review thematically analyzes the implementation of CT, green skills, and Project-Based Learning (PjBL) approaches within TVET to identify opportunities, challenges, and best practices. The BLGI model is proposed as a foundation for contextual, collaborative, and sustainable learning that bridges CT and green skills through adaptive pedagogy supported by systemic strategies. By combining a literature review and model development, this study contributes to enhancing workforce readiness to face the green economic transition and digital revolution simultaneously, while supporting the achievement of the Sustainable Development Goals (SDGs).