Win e sbe g, Lisa; Pi ich, Daniel
A icle — Published Ve sion
Digi al T ans o ma ion o Co po a e Technical Educa ion
and T aining – A Case S udy on Ins uc ional Designe s´
Pe cep ions
Voca ions and Lea ning
P o ided in Coope a ion wi h:
Sp inge Na u e
Sugges ed Ci a ion: Win e sbe g, Lisa; Pi ich, Daniel (2025) : Digi al T ans o ma ion o Co po a e
Technical Educa ion and T aining – A Case S udy on Ins uc ional Designe s´ Pe cep ions, Voca ions
and Lea ning, ISSN 1874-7868, Sp inge Ne he lands, Do d ech , Vol. 18, Iss. 1,
h ps://doi.o g/10.1007/s12186-025-09360-x
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h ps://hdl.handle.ne /10419/318873
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ORIGINAL PAPER
Voca ions and Lea ning (2025) 18:3
h ps://doi.o g/10.1007/s12186-025-09360-x
Abs ac
This a icle explo es he pe spec i e o ins uc ional designe s on he digi al ans-
o ma ion o co po a e echnical educa ion and aining. I d aws on “episodic na -
a i e in e iews” conduc ed wi h he lea ning and de elopmen depa men o a
o -p o i company in he manu ac u ing sec o o in es iga e hei pe cep ions o
digi al ans o ma ion. We examine he wo king s uc u es o he s udied company,
elabo a e on hei pe cei ed challenges and needs, and highligh ou posi ion on
u u e implica ions o co po a e echnical educa ion and aining. The case s udy
imp o es he quali y o p ac ice wi hin p o essional educa ion by poin ing ou nec-
essa y conside a ions abou communica ion, he ins uc ional design p ocess, job
desc ip ions, digi al lea ning p oduc s, and he a ge g oup’s a i ude owa ds digi-
al eaching and lea ning. Ou esul s suppo companies, lea ning and de elopmen
depa men s, and e e yone ela ed o co po a e echnical educa ion and aining
in de eloping concep s o p o essional educa ion p og ams o con ibu ing wi h
u he bes p ac ices.
Keywo ds Case s udy design · Episodic na a i e in e iews · Digi al
ans o ma ion · Li elong lea ning · Ins uc ional design
The las decade has seen inc eased esea ch on he ans o ma ion o lea ning en i-
onmen s. Since 2020, esea che s ha e added a ious discussions abou he impac s
o he COVID-19 pandemic. Ye , mos o he li e a u e ocuses on opics ela ed
Recei ed: 7 Ma ch 2024 / Accep ed: 9 No embe 2024
© The Au ho (s) 2025
Digi al T ans o ma ion o Co po a e Technical Educa ion
and T aining – A Case S udy on Ins uc ional Designe s´
Pe cep ions
LisaWin e sbe g1,2 · DanielPi ich1
Lisa Win e sbe g
[email p o ec ed]
1 TUM School o Social Sciences and Technology, Technical Uni e si y o Munich, Munich,
Ge many
2 TUM School o Social Sciences and Technology, Technical Uni e si y o Munich, Ma ss .
20-22, 80335 München, Ge many
1 3
L. Win e sbe g, D. Pi ich
o academia unde s ood s ic ly, such as eache s´ and s uden s’ pe cep ions and
skills, o bene i s, challenges, and e ec s o ins uc ion in compulso y and highe
educa ion (HE) (Alenezi, 2023; Dubey & Pandey, 2020; E ans-Amalu & Cla a all,
2021; Rapan a e al., 2021; Saile e al., 2021; Scully e al., 2021). Concu en ly,
he co po a e en i onmen has aced a simila digi al ans o ma ion o lea ning and
de elopmen (L&D) (Nissinen e al., 2023; Sousa & Rocha, 2019; Vey e al., 2017;
Vi olainen e al., 2021). T aining has been conduc ed digi ally o an inc easing ex en ,
which poses challenges o L&D among echnical p o essionals, who p ima ily ben-
e i om hands-on ac i i ies (Bille , 2010). Consequen ly, he opicali y o digi aliz-
ing co po a e lea ning en i onmen s has gained in e es (Schoop, 2023; Sousa &
Rocha, 2019). In line wi h his e olu ion, esea ch mainly con ibu ed o e idence
o implemen ing digi al lea ning (Ke es & Buchne , 2022; Schoop, 2023). None-
heless, i is a e o ind li e a u e desc ibing he ans o ma ion p ocesses ega ding
ins uc ional design (ID) p ac ices and how hey impac ed ins uc ional designe s
(IDs). Hence, his a icle expands on he g owing esea ch in e es by adding he IDs´
pe spec i es h ough a case s udy om he co po a e echnical ield.
This a icle i s epo s on he digi al ans o ma ion and ID in co po a e L&D
ound in ele an li e a u e ocusing on echnical p o essions. I will hen in oduce
he me hodology used. A e wa d, in he esul s sec ion, he s udy´s subjec s´ opin-
ions a e ou lined, delinea ing hem om he inal discussion and he esea che s´
conclusions.
Li e a u e Re iew
Digi al T ans o ma ion and Ins uc ional Design in Technical Educa ion and
T aining
Besides sala y, L&D is a c i ical d i e o a company´s compe i i eness (Schoop,
2023). The e o e, companies b oaden hei aining p og ams o se e an inc easing
numbe o lea ne s. They ei he employ L&D s a o pay o ou sou ce aining. E en
hough lea ning h ough p ac ice has been and s ill is he p edominan o m o e- and
upskilling o occupa ions ac oss he globe (Bille , 2010), companies also pu chase
new echnologies o con inue in es ing in i ual aining (F ei eld, 2022; Nissinen
e al., 2023; Schoop, 2023). On ha no e, a massi e amoun o li e a u e in di e en
educa ional con ex s, hough mainly ela ed o s udies based in academia, ocuses
on he ad an ages o digi al lea ning. Among o he bene i s, i highligh s he lex-
ibili y and on-demand access o lea ning ma e ial o he acili a ion o he ma e ial
ia lea ning managemen sys ems (LMS) (Gegen u ne e al., 2020; Schoop, 2023;
Sousa & Rocha, 2019). Despi e he bene i s, du ing he pandemic, he digi al shi
o ced lea ne s in o online lea ning, who hen pe cei ed he new way o lea ning
nega i ely. Nega i e pe cep ions we e mainly linked o eme gency- emo e eaching
(ERT), no necessa ily he quali y o digi al lea ning p oduc s (Rapan a e al., 2021).
In co po a e en i onmen s, digi ally ealizing aining is p edominan ly based on
economic ad an ages. ERT also p io i ized e iciency o e mo i a ional ID, causing
ongoing hesi ance owa d digi al lea ning due o pas nega i e expe iences despi e a
1 3
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Digi al T ans o ma ion o Co po a e Technical Educa ion and T aining –…
now s abilized si ua ion (Fe i e al., 2020; Polika pus e al., 2023). Howe e , lea n-
ings om ERT emphasize he impo ance o adap ing digi al lea ning and acili a ing
good lea ning expe iences a he han abandoning lea ning in a digi al en i onmen
(Cla k e al., 2022; Rapan a e al., 2021). To do p ope jus ice economically and peda-
gogically, i is essen ial o conside ID, which aims a a con ex -speci ic didac ical
app oach (Rapan a e al., 2021).
ID conside s sys ema ic guidelines cen e ing on didac ics in p oducing and acili-
a ing aining and ins uc ion, like analyzing, planning, de eloping, implemen ing,
and e alua ing (B anch, 2009; Niegemann, 2020). Resea ch demons a es ha well-
planned ID is c ucial because i signi ican ly enhances lea ne mo i a ion and sa -
is ac ion, leading o a highe likelihood o u u e cou se en ollmen , ega dless o
he ID me hod used; his is pa icula ly impo an in di e se lea ning en i onmen s
whe e ailo ed ID can add ess a ied lea ne needs e ec i ely (Giasi anis & So os,
2020).
Following up on he digi al ans o ma ion, a conce ning end in echnical edu-
ca ion is he widening gap be ween newcome s o he wo kplace and expe ienced
p o essionals, lea ing behind essen ial knowledge and skills ha mus be p ese ed
(Fishman, 2016; Kohlbache , 2007). Examining coun ies like Japan and Is ael
unde sco es he u gency. In Japan, ecognizing challenges, hey espond wi h co -
po a e uni e si ies and knowledge p ese a ion (Kohlbache , 2007). Is ael add esses
he issue wi h go e nmen decisions by he p ime minis e aiming o ha e 48% o
all high-school s uden s in echnological- oca ional acks. They ecognized he
in luence o echnological- oca ional educa ion in sa is ying he economy (Eu o-
pean T aining Founda ion, 2018). On ha no e, he sho age o skilled enginee s and
echnicians (Schoop, 2023) accoun s o upskilling in echnical p o essions ac oss
he globe. On he one hand, adap i e lea ning has shown posi i e esul s, including
educed ailu e a es and inc eased use sa is ac ion in s udies o adap i e enginee -
ing mechanics u o ials (P us y & Russell, 2011; P us y e al., 2011). These successes
sugges ha adap i e lea ning in enginee ing ep esen s an inno a i e ad ance in edu-
ca ional esea ch in he u u e (Cla k e al., 2022). O ganiza ions such as he Na ional
Academy o Enginee ing and he Massachuse s Ins i u e o Technology ein o ce
signi ican bene i s o echnical p o essions (Cla k e al., 2022; G aham, 2018). On
he o he hand, digi al lea ning has p o en e ec i e in accele a ing he upskilling
p ocess o p o essionals (Koh & Daniel, 2022). Sha ieek e al. (2024) ound he
alue o inco po a ing digi al lea ning con en in addi ion o con en ional lea ning
me hods in au omo i e echnology p og ams. Focusing on he echnical con en , in
his s udy, digi al lea ning e ec i ely acili a ed he lea ning p ocess (Sha ieek e al.,
2024). Rega dless o whe he aining is conduc ed online o in pe son, ID ocuses on
adap i i y and lea ne cen a ion, meaning ha lea ning en i onmen s mus include
con ex - and subjec - ela ed cha ac e is ics (Poon, 2013).
Despi e hese bene i s, digi al ans o ma ion is epo ed o pose challenges o
educa o s in echnical educa ion. Besides he new s uc u es and ways o implemen-
a ion accompanied by he esis ance o he lea ne s and a missing in e ac ion, educa-
o s a e con on ed wi h new compe ence a eas. Se e al s udies highligh he lack o
digi al compe ence in he sense ha educa o s a e no ye well p epa ed o he c e-
a ion o digi al lea ning (Lyngdo e al., 2024; Maka o a e al., 2021; Mond agon-
1 3
Page 3 o 20 3
L. Win e sbe g, D. Pi ich
Es ada e al., 2023). Gumaelius (2024) indeed highligh s he ex eme push o new
compe encies due o digi al ans o ma ion bu poin s ou ha digi izing echnical
educa ion in he indus y is much as e han in HE con ex s.
Co po a e Ins uc ional Design P ac ice
ID p og ams in HE p epa e IDs ha can be unde s ood as educa o s o hei jobs,
wi h syllabi adi ionally ocusing on eaching sys ema ic ID models. This app oach
is c i icized as i lacks adequa e p epa a ion o ID asks (B own & G een, 2018;
S e aniak & Hwang, 2021; T acey e al., 2022). This is ein o ced by IDs in he co -
po a e con ex who pe o m asks ega dless o whe he hei deg ee is ela ed o ID
(Giacumo & B eman, 2021; Villachica e al., 2010). Wo king p ocesses a e shaped
by indi idual ac o s and he cha ac e is ics o hei en i onmen (Villachica e al.,
2010). ID asks ypically e ol e a ound analysis, like conduc ing needs analyses,
design, such as w i ing cou se assessmen and e alua ion plans, de elopmen in c e-
a ing ins uc ional ma e ials, implemen a ion in e ms o eaching o i s moni o ing,
and e alua ion by es ing he usabili y. E en hough he li e a u e on ID ou side school
and HE con ex s is sca ce, p io esea ch e eals ha IDs in co po a e en i onmen s
a e in ol ed in o he asks, and some skip a ious common ac i i ies men ioned in
ID heo y, leading o a mis i o he ac ual p ac ices and he expec a ions o employe s
(S e aniak e al., 2020; Villachica e al., 2010). Addi ionally, seasoned IDs wi h yea s
o expe ience wo king in companies u ilize he s a egies hey ha e al eady success-
ully applied a he han, in hei iew, abs ac app oaches o ID heo y (Yancha e
al., 2010). Ul ima ely, hey de elop ad-hoc p ocedu es o c ea e aining and ins uc-
ion, which leads o poo ID o lea ning p oduc s. Despi e ollowing conc e e ID p o-
cesses and mee ing he expec a ions o employe s (S e aniak e al., 2020; Villachica
e al., 2010), apidly digi izing con en wi h limi ed esou ces b ough and s ill b ings
along challenges o IDs. Rapan a and colleagues (2021) highligh wi h hei s udy
on pos -pandemic challenges o HE ha he nega i e expe ience wi h ERT in ecen
yea s led o lea ne s’ a i udes cha ac e ized by esis ance o he use o digi al lea n-
ing p oduc s. While, again, li e a u e wi h co po a e insigh s is limi ed, he economic
p essu e om he employe side o ealize L&D pu ely digi ally inc eases s ess on
IDs e en mo e. I is ye o be in es iga ed how exac ly he digi al ans o ma ion o
lea ning in luences ID and he wo k o IDs.
Pu pose and Goal o he S udy
While he li e a u e ela ed o he digi al ans o ma ion o lea ning, e en ocusing on
echnical p o essions, is massi e, s udies on co po a e echnical educa ion and ain-
ing a e a e. He e, case s udies p esen ed e idence highligh ing ha digi al lea ning
was success ully employed in co po a e con ex s. None heless, hese cases ne e go
beyond he p esen a ion o he desc ip ion o how lea ning was ans o med. Thus,
we could no ind s udies wi hin he digi al ans o ma ion o lea ning en i onmen s
and he esul ing ERT ha ep esen ed he IDs’ pe spec i e on he changes in hei
wo k. Gi en he di icul ies associa ed wi h co po a e L&D p ac ices ocusing on
1 3
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Digi al T ans o ma ion o Co po a e Technical Educa ion and T aining –…
echnical con en and he he e ogenei y o wo king s uc u es, his s udy will con ib-
u e o he ield wi h a case s udy.
Some schola s belie e case s udies a e i al o esea ch and p ac ice (Oswald
& Reigelu h, n.d.). Sha ing expe ise and bes p ac ices, as done in a case s udy,
can lead o inc eased p o i , cos educ ion, and ime sa ings (Pa el e al., 2012).
The e o e, eal examples can suppo p ac i ione s who seek o ans o m L&D by
building on he lessons lea ned (Giacumo & B eman, 2021; S e aniak e al., 2020).
While case s udies a e a e in his ield, i is essen ial o ha e esea che s and p ac i-
ione s collabo a e o de elop esea ch by p esen ing insigh s in o p ac ice (Oswald
& Reigelu h, n.d.). Gi en he ac ha IDs in he co po a e con ex s a e supposedly
de e mining hei own ID p ocess, he insigh s will b ing along speci ic asks, expe i-
ences, and u u e conside a ions ha can be pu in o p ac ice immedia ely. On op o
ha , he esul s o his case s udy can be a s a ing poin o de eloping and adap ing
p og ams o IDs o be e ma ch he equi emen s o co po a e wo kplaces, s a ing
wi h digi alizing echnical educa ion.
As esea che s ha e highligh ed some challenges o IDs, we s i e o illus a e he
pe cep ions o IDs con ibu ing o co po a e echnical educa ion and aining (CTET)
in a o -p o i company and elabo a e on u u e implica ions o ID de elopmen .
This will include a desc ip ion o he case s udy´s wo king s uc u es, answe ing he
lack o speci ic cases, na a i es o challenges and needs, adding o he esea ch ind-
ings, and inally, in e p e a ions o p ac ical applica ions o u u e implica ions. To
achie e his esea ch aim, we ame he ollowing esea ch ques ions:
1) Which s akeholde s a e in ol ed in co po a e L&D p ojec s o ain echnical
p o essionals, and wha a e he s akeholde s´ esponsibili ies?
2) How do co po a e IDs pe cei e hei wo k in L&D p ojec s du ing he digi al
ans o ma ion o CTET?
3) Wha u u e implica ions o CTET can be de i ed om he aced challenges and
add essed needs o co po a e IDs?
Me hods
Sample Desc ip ion
This case s udy ocuses on he s akeholde s o a Ge man o -p o i company’s L&D
p ojec s in he manu ac u ing sec o . The company is kep anonymous in his a icle.
The he e ogeneous sample consis s o wen y- wo company employees. Thei wo k
expe ience wi h digi al lea ning anges om h ee o 30 yea s because o di e en
asks and backg ounds.
Resea ch Design and Da a Collec ion
The case s udy ollows a quali a i e esea ch design. Coming om a cons uc i -
is esea ch pa adigm, his app oach suppo s he he e ogeneous dis ibu ion o he
pa icipan s, whose indi idual pe spec i es a e he cen e o his esea ch (Cobe n,
1 3
Page 5 o 20 3
L. Win e sbe g, D. Pi ich
1993). I addi ionally espec s a speci ic pe iod o digi al ans o ma ion. The e o e, a
semi-s uc u ed me hod o collec ing indi idual pe spec i es h ough s o y elling o
a speci ic pe iod was equi ed (Muelle , 2019). To add ess hese equi emen s, epi-
sodic na a i e in e iews we e held. This esea ch me hod encoun e s a semi-s uc-
u ed in e iew guide wi h ques ions o pa icipan s’ na a i e s o y elling a ound
one phenomenon, ocusing on a speci ic pe iod (Muelle , 2019). Table 1 demons a es
he adap ions o Muelle ´s (2019) app oach o i ou case s udy. In ou app oach,
he digi al ans o ma ion o L&D was cen e ed on. The pa icipan s we e asked o
desc ibe a speci ic L&D p ojec , including challenges and lessons lea ned. To align
wi h he idea o in e iewing, se e al p ede ined ques ions we e only add essed i no
men ioned in he s o y elling o i u he na a ion was necessa y (Küs e s, 2022).
Consen o da a collec ion was ob ained in w i en o m om he company
and e bal o m om each pa icipan . The in e iews we e acili a ed online wi h
he so wa e Zoom due o he pa icipan s´ geog aphical dis ibu ion, and a single
esea che held hem. They ook place om July o Sep embe 2023, and each in e -
iew las ed be ween 25 and 55 min. All in e iews we e audio eco ded. Fo au o-
ma ic e ba im ansc ip ion, he so wa e Ambe Sc ip was u ilized. The o iginal
audio and ansc ip s we e only seen by he in e iewe , who dele ed all con iden ial
in o ma ion.
Resea che Posi ioning
The in e iewe was a p io employee who had expe ienced he digi al ans o ma-
ion in he company. This backg ound knowledge suppo ed he access o he pa -
icipan s and unde s anding o he con ex . Despi e he limi a ions associa ed wi h
con enience sampling, pa icipan s amilia wi h he in e iewe epo ed eeling
S ep Summa y Muelle
(2019)
Summa y o own
app oach
1. Selec a
phenomenon o
in e es
Iden i ica ion o spe-
ci ic phenomenon
Phenomenon: Digi-
al ans o ma ion o
CTET
2. Desc ibe in e -
iew p ocess
Ou line o in e iew
s uc u e and p ocess
Ou line o in e iew
s uc u e and p ocess
3. De ini ion o
phenomenon
Pa icipan s´ de ini-
ions/desc ip ions o
he phenomenon
In e iewe ´s ou line
o he phenomenon
and pa icipan s´
desc ip ion o digi al
ans o ma ion
in hei company
including imeline
4. Reques : s o y
abou an episode
Pa icipan s´ s o ies
abou a speci ic,
bounded episode
5. Reques :
s o y abou he
phenomenon
Pa icipan s´ s o ies
abou he phenomenon
wi hin he episode
Pa icipan s´ pe cep-
ions o one p ojec
wi hin he episode
6. Addi ions o
amendmen s
Oppo uni y o addi-
ions o amendmen s o
any pa s o he na a-
i e sha ed
Pa icipan s´ conclu-
sion o hei wo k
and u he opics
Table 1 Compa ison o episodic
na a i e in e iew app oaches
1 3
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Digi al T ans o ma ion o Co po a e Technical Educa ion and T aining –…
com o able answe ing he ques ions. Knowing each pa icipan ’s backg ound and
pain poin s allowed he in e iewe o enhance sensi i i y.
Da a Analysis
The analysis had a hema ic na u e and a combina ion o deduc i e and induc i e
coding p ocedu es. The analysis was pe o med wi h he so wa e MAXQDA ol-
lowing a seman ic app oach, hus coding he pa icipan ´s opinions (B aun & Cla ke,
2012). The coding scheme was based on he wo king s uc u es o IDs and he chal-
lenges o wo king in CTET desc ibed in he li e a u e e iew, hus aiming o answe
he i s wo esea ch ques ions. We p ede ined h ee me a- hemes and c ea ed codes
acco ding o he challenges and needs men ioned in he li e a u e e iew, di iding
he me a- hemes in o dis inc aspec s. The me a- hemes we e A: Desc ip ion o he
Case S udy and i s Wo king S uc u es, B: Pe cep ions o he Wo king S uc u es in
he Con ex o CTET, and C: Pe cep ions o he Digi al T ans o ma ion o CTET. An
insigh in o he deduc i e and induc i e coding in me a- hemes B and C can be ound
in Table 2.
A e amilia izing wi h he ansc ip s, one esea che coded deduc i ely, high-
ligh ing each comple e s a emen men ioning one o mo e o he p ede ined codes.
A e wa ds, we used an induc i e coding p ocedu e. He e, we coded each sen ence,
looking o addi ional in o ma ion no conside ed in he deduc i e p ocedu e. Each
new challenge o need was coded and g ouped in one o he me a- hemes, espec-
i ely. The hema ic na u e o he indings excludes s a emen s o quan i ies and
ela ions.
T us wo hiness o Coding and Analysis
Se e al analysis ac i i ies we e pe o med o esol e conce ns o subjec i i y. As
he coding was done mainly by one esea che , we applied in a-code aining a e
comple ing he codebook o h ee in e iews o ensu e ha he code coded he
h ee in e iews wi h a sa is ying ag eemen wice. A e he esea che had coded
all in e iews, he second code ead all ansc ip s and p oceeded wi h he coding.
We checked o in e -code eliabili y o me a- hemes B and C wi h 20% o he
o al in e iews and ecei ed consen o 25%. As he ag eemen was no sa is ying,
we econside ed he coding guidelines and checked o in e -code eliabili y wi h
ano he 20%. We ecei ed s ong consen (K = 0.81; CI 95%)(McHugh, 2012).
Illus a i e anonymized quo es we e selec ed o his a icle. Some quo es a e
e ised o ensu e eading low and g amma ical co ec ness wi hou a ec ing he
quo es’ meaning. In he ollowing, we will use pseudonyms o he pa icipan s. As
he in e iew and sc ip language we e Ge man, wo esea che s pe o med e e se
ansla ion wi h Cha GPT o ensu e he accu acy and us wo hiness o he epo ed
esul s.
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L. Win e sbe g, D. Pi ich
Findings
Ul ima ely, ou esul s include a desc ip ion o he wo king s uc u es, di ided in o
s akeholde s and hei wo k low, and he pa icipan s´ pe cep ions o hese s uc u es
and he digi al ans o ma ion o CTET.
Me a-Theme 1: Desc ip ion o he Case S udy and i s Wo king S uc u es
L&D was desc ibed as mainly aking place in one depa men o he company. O 22
pa icipan s, 19 we e L&D depa men employees, and h ee we e om o he depa -
men s. The depa men has wo ked oge he o h ee yea s, s a ing in Ap il 2020,
and has joined employees wi h di e en oles and esponsibili ies. In hei wo k low,
Table 2 Coding scheme
Me a- heme Theme Coding Desc ip ion Example
Pe cep ions
o wo king
s uc u es in he
con ex o he
CTET
Pe cei ed
challenges
Unde s and-
ing o own
ole (i)
S a emen s on
he esponsibili-
ies o hey own
oles
“My ole and ask in his was o
ecei e he con en as a Powe -
Poin p esen a ion and con e i
in o a lea ning p oduc , making i
SCORM-complian and capable o
in eg a ion in o an LMS, using a
Lea ning Au ho ing So wa e.”
Expec a ions
o o he ´s
ole (d)
S a emen s on
he expec a ions
o o he ´s oles
“The quali y o he con en is
un ela ed o he media p oduc-
ion. I only in ol es execu ing he
ecipe, adhe ing o he ins uc ional
designe ’s guidance, and p esen ing
he con en as c ea ed by he SME.”
Add essed
needs
Imp o e
in e nal
communica-
ion (i)
Sugges ions
o posi i e
expe ience on
how o imp o e
communica ional
challenges
“Exchange was key, as he e we e
many discussions and collabo a i e
sessions whe e we alked ex en-
si ely abou i .”
Keeping
wo king
s uc u es
agile (i)
Sugges ions o
good expe i-
ence o he ole
dis ibu ion
“Add essing he pe sonal s eng hs
and weaknesses o someone makes
sense.”
Pe cep ion o
Digi al T ans o -
ma ion o CTET
Pe cei ed
challenges
Digi al
lea ning o
echnical
p o essions
(d)
Challenging pa s
o aspec s o
digi al lea ning
p oduc s
“When you c ea e a digi al p oduc ,
you lack addi ional in o ma ion.”
Add essed
needs
Analyzing
a ge g oup
needs (d)
Sugges ions
o changes o
beha io owa ds
he a ge g oup
“I use and will use he ools ha
a e ce ainly a ailable o he a ge
audience.”
O e com-
ing ex e nal
es ic ions
(i)
Sugges ions and
implica ions o
changing he
mindse owa ds
p o i abili y
“T ying ou hings, e en i one
ails, is impo an . Bu hen, new
pa hs and possibili ies may open,
and I do no lose ouch wi h
socie y.”
No es. d = deduc i e coding, i = induc i e coding
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Digi al T ans o ma ion o Co po a e Technical Educa ion and T aining –…
wi h nume ous bes p ac ices, and can p edic ends. They keenly unde s and hei
a ge audience, o he companies, and he indus y. Pa icipan s wi h li le expe ience
o e a esh, unbiased pe spec i e, p o iding ele an eedback. Wi h yea s o com-
pany expe ience, echnical aine s main ain close con ac wi h he a ge audience,
unde s anding wha esona es and is needed. Media p oduce s gene a e c ea i e ideas
and make indi idual decisions, wo king closely wi h echnical aine s. Managemen
can make decisions by ecognizing he in luence o uppe managemen on he com-
pany. To sus ain employee sa is ac ion and balance he wo kload o he managemen
eam, a clea dis inc ion is made be ween manage ial asks and hose in ol ed in
de eloping a lea ning p oduc . Managemen ocuses on global s a egic decisions,
lea ing ope a ional decisions o he o he ocus g oups.
P ac ical Implica ions and Fu u e Resea ch
Looking owa d he u u e, i seems necessa y o emphasize ID as a job desc ip ion
and a p ocess. Based on he incomp ehensibili y o ID in his case s udy, we conclude
ha he e is a need o a common unde s anding, which could be achie ed by in o-
ducing job shadowing o o a ion. Resea ch e eals ha ini ia i es like job o a ion o
shadowing a e in aluable o unde s anding a eam’s di e se oles and esponsibili-
ies. I allows indi iduals o obse e and app ecia e he a ious p o essional unc ions
by unde s anding how di e en oles con ibu e o collec i e goals. This exposu e
enhances collabo a ion and communica ion wi hin he eam and helps indi iduals
ecognize hei occupa ional oles’ wo h and esponsibili y (Bakke & Akke man,
2019; I by e al., 2016; S iko ić & Wi mann, 2022). Whe he he posi i e e ec can
be ans e ed o IDs has ye o be s udied. Conside ing he hesi ance o use heo y
o he ac ha IDs a e pe o ming jobs ega dless o o mal aining, in ou opin-
ion, i seems bene icial o apply me hods ha ha e been c ea ed especially o such
pu poses and include all necessa y conside a ions in e e y ac i i y. Wi h inc eased
exchange and s anda dized ins umen s, ID can s ill be success ul. Rega ding skill
de elopmen , we sugges including communica ion skills o c oss-bounda y col-
labo a ion (S iko ić & Wi mann, 2022) and digi al compe ence (Lyngdo e al.,
2024; Maka o a e al., 2021) in o mal educa ional p og ams and adding hem o he
li elong educa ion o IDs o all posi ions included.
Re e ing o he digi al ans o ma ion o CTET, we wan o highligh he conce n-
ing end o knowledge p ese a ion ound in he li e a u e and aligned wi h his, ou
pa icipan s´ ea o alling behind in echnical educa ion due o he esis ance o he
a ge g oup and limi ed suppo om employe s. Ope a ing as a uni wi hin a la ge
co po a ion o ins i u ion o en imposes cons ain s, as ac ions and decisions la gely
depend on di ec i es om highe o ganiza ional le els. The e o e, we encou age he
depa men ’s ini ial pu sui o push he digi al ans o ma ion o CTET o wa d wi h
pionee ing wo k. Ba es (2000) desc ibes pionee ing as he lone ange phenomenon
and highligh s he essence o hese lone ange s. He s a es ha i always akes hose
who ini ia e inno a ion o e eal i s po en ial (Ba es, 2004). This ela es o ou s udy
in wo ways: on he one hand, we suppo he pionee ing wo k o he company ha
has expe imen ed wi h digi al echnologies, while on he o he , we aim o encou age
o he s o adop case s udies as esea ch ools. The case s udy aimed o go beyond
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L. Win e sbe g, D. Pi ich
pas analysis as a ool o u u e enhancemen s, and we o e ed a s a ing poin o he
a ea o CTET. Wi h his app oach, we seek o os e he discussion on he ele ance
o s udies in his a ea and inspi e mo e esea che s and p ac i ione s o align wi h ou
s a egy.
Fu he mo e, we iden i ied he esea che ’s posi ioning in his s udy as bene icial.
Ins ead o seeing he con enience sample as a h ea , we p esen i as a s eng h o
his esea ch. The amilia i y wi h he opic, con ex , and indi iduals helped o clea ly
unde s and he indi idual opinions. E en hough i is s a ed ha esea che s and p ac-
i ione s should collabo a e, we conside he easibili y and sugges amilia izing ou -
sel es wi h he con ex in a simila dep h i s be o e esea ching a subsequen case
s udy.
Limi a ions
Ne e heless, his s udy p esen s he pe cep ions o a small sample (N = 22), which
ques ions ep esen a i i y. Rein o ced by he pa icipan s´ desi e o u he co po a e
insigh s, we s a e ha he e will be a need o ans e pionee ing wo k o la ge-scale
esea ch (Rapan a e al., 2021). Ne e heless, la ge sample sizes will help unde line
ou indings’ alidi y and can be ans e ed o o he subjec a eas. Limi a ions occu
as we only deal wi h in e iews and subjec i e s a emen s. We assume explo ing he
in e ac ions h ough online pla o ms and he impac on wo k pe o med o applying
a quan i a i e design could be bene icial, which is why his should be conside ed o
u u e esea ch. S ill, pa icipan s commen ed on he beha io o o he oles in he
wo king s uc u es. He e, no only we e he s a emen s o he indi iduals collec ed,
bu he unde s anding o o he s’ oles also led o a desc ip ion o obse ed beha io .
This allowed o a i s insigh in o wha objec i i y should be aimed a by in es i-
ga ing his esea ch ield u he . Las ly, he expe ience o ou pa icipan s and hei
a ge g oup wi h digi al lea ning eme ged simul aneously as ERT, equa ing he ain-
ing expe ience wi h he expe ience o ac ion aken ou o an eme gency. This mus be
looked a mo e closely om he lea ning and aining side. Thus, he s udy p o ides
scope o a deepe analysis o digi al expe iences, job desc ip ions, and hei po en ial
impac du ing he ans o ma ion o gain a mo e comp ehensi e unde s anding.
Conclusion
To conclude ou s udy, we aimed o c i ically app aise ID p ac ices in CTET by
illus a ing challenges aced in he digi al ans o ma ion o L&D wi h a case s udy
ocusing on a manu ac u ing company. Ou esea ch ook an addi ional s ide owa d
b idging he gap be ween academia and he wo kplace. Sca ce li e a u e indings
abou he challenges o ID in line wi h digi al ans o ma ion we e en iched by
insigh s gained om a p ac ical co po a e en i onmen . We addi ionally elabo a ed
on he u u e implica ions o p ac ice and highligh ed he obs acles, solu ions, and
ou in e p e a ions o lea ne and economic a i udes owa d digi al lea ning, as well
as ID eadiness and expe ience. We conclude ha he u u e o CTET equi es inno-
a i e app oaches and a change in mindse o con inue con ibu ing o he de el-
1 3
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Digi al T ans o ma ion o Co po a e Technical Educa ion and T aining –…
opmen o concep ualiza ions, implemen a ions, and e alua ions. Add essing he
unique needs h ough a ge ed aining, e.g., in li elong lea ning p og ams o IDs o
p o ision o empla es and bluep in s, can op imize wo k s uc u es, di e si y lea n-
ing p oduc s, and deepen ID ole unde s anding. This os e s pe sonal de elopmen
and enhances he o e all quali y o L&D, especially in he echnical ield.
Acknowledgemen s We hank he L&D depa men o hei pa icipa ion in da a collec ion. Special
app ecia ion goes o he esea ch eam, including he second code and e e se ansla o , o hei con-
ibu ions. We a e also g a e ul o he Baye ische Fo schungsallianz o he Schola ship P og am, which
suppo ed ou esea ch e o s in 2023.
Au ho s Con ibu ion Bo h au ho s concep ualized and designed he s udy. The i s au ho s held he in e -
iews and comple ed he i s manusc ip . The second au ho signi ican ly e ised he pape and added
heo e ical con ibu ions.
Funding Open Access unding enabled and o ganized by P ojek DEAL.
Open Access unding was enabled and o ganized by he P ojec DEAL.
Da a A ailabili y Due o he na u e o he esea ch, in e iew audio iles a e una ailable. In e iew sc ip s
o his s udy a e a ailable upon eques om he co esponding au ho . The da a a e no publicly a ail-
able because hey con ain in o ma ion ha could comp omise he p i acy o esea ch pa icipan s and he
company.
Decla a ions
E hics App o al and Consen o Pa icipa e All p ocedu es pe o med in ol ing human pa icipan s we e
in acco dance wi h he p inciples ha ensu e esea ch in eg i y, anspa ency, and accoun abili y wi hin
he Technical Uni e si y o Munich. Addi ionally, pa icipan s we e asked o consen o pa icipa e in
in e iews and o hei eco dings.
Consen o Publica ion This s udy includes a able de i ed om ano he au ho who consen ed o use he
able in his s udy in w i en o m.
Con lic o In e es The au ho s ha e no ele an inancial o non- inancial in e es s o disclose.
Open Access This a icle is licensed unde a C ea i e Commons A ibu ion 4.0 In e na ional License,
which pe mi s use, sha ing, adap a ion, dis ibu ion and ep oduc ion in any medium o o ma , as long
as you gi e app op ia e c edi o he o iginal au ho (s) and he sou ce, p o ide a link o he C ea i e
Commons licence, and indica e i changes we e made. The images o o he hi d pa y ma e ial in his
a icle a e included in he a icle’s C ea i e Commons licence, unless indica ed o he wise in a c edi line
o he ma e ial. I ma e ial is no included in he a icle’s C ea i e Commons licence and you in ended use
is no pe mi ed by s a u o y egula ion o exceeds he pe mi ed use, you will need o ob ain pe mission
di ec ly om he copy igh holde . To iew a copy o his licence, isi h p : / / c e a i e c o m m o n s . o g / l i c e n
s e s / b y / 4 . 0 / .
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Publishe ’s No e Sp inge Na u e emains neu al wi h ega d o ju isdic ional claims in published maps
and ins i u ional a ilia ions.
Lisa Win e sbe g She is a esea che a he TUM P o esso ship o Technical Educa ion o Voca ional
Teaching. In addi ion o he s udies in co po a e eaching and lea ning, she also gains p o essional expe i-
ence in co po a e educa ion and aining. He academic and p ac ice ac i i ies link he wo k’s con en and
me hodological ocus.
Daniel Pi ich He has he TUM P o esso ship o Technical Educa ion o Voca ional Teaching and ocuses
on compe ence modeling, e idence-based eaching s a egies in echnical educa ion, and he impac o
digi aliza ion and Indus y 4.0. His esea ch ex ends o he educa ional use o lea ning ac o ies in p oduc-
ion echnology and inno a i e app oaches o compe ence-o ien ed cu icula implemen a ion p ocesses
and eache educa ion in oca ional and echnical con ex s.
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