Evaluation of vocational and technical education according to teachers' and students' views

The aim of this study is to examine the views of teachers working in Vocational and Technical Anatolian High Schools and students studying in these schools regarding vocational and technical education. In this context, teachers' and students' perceptions, experiences, problems encountered, and solution suggestions related to vocational education were explored. In addition, students' reasons for choosing vocational education, their expectations regarding the educational process, and the impact of the experiences they gained on employment, as well as teachers' evaluations of program structure, course content, and practical training, were among the focal points of the study. A qualitative research method was adopted in the study, and the case study design was used. The study group consisted of 50 teachers and 29 students working in four Vocational and Technical Anatolian High Schools located in the city center of Diyarbakır during the 2024–2025 academic year. Participants were selected using convenience sampling and criterion sampling methods. In addition, vocational course teachers were included in the study as they are key stakeholders who play a direct role in the planning, implementation, and evaluation of the educational process. The data were collected through a semi-structured interview form and analyzed using the content analysis method. During the coding process, descriptive and protocol coding approaches were employed, and the data were categorized under themes. According to the findings of the study, teachers stated that vocational and technical education provides students with significant advantages in terms of academic development, professional experience, and employment. Learning by doing and experiencing supports students' self-confidence development. However, teachers emphasized that the current curriculum is insufficient, the course load is excessive, and students experience difficulties especially in quantitative courses. Furthermore, problems related to school–industry cooperation and internship processes, inadequacies in equipment, and negative societal perceptions of vocational education were identified as major problem areas. Teachers suggested that curricula should be made more practice-oriented, cooperation with industry should be strengthened, and students' motivation should be increased. Regarding the findings obtained from students, they stated that vocational and technical education provides opportunities for early vocational skill acquisition, preparation for working life, and practical learning. However, some students emphasized that the inadequacy of the school's physical facilities, problems experienced during internship and practical training processes negatively affect their professional development, and negative societal perceptions reduce their motivation. The results obtained are expected to contribute to improving the quality of vocational and technical education and to policy development processes in this field.