Enhancing Secondary Vocational Teachers’ Short Video Pedagogy Competence from a Digital Literacy Perspective

Abstract

This mixed-methods action research examined how comprehensive digital-literacy development enhances secondary vocational teachers’ competence in short-video pedagogy. Forty-five teachers from three technical colleges completed a 12-month, four-phase professional development program covering digital literacy foundations, video production and instructional design, pedagogical integration, and classroom implementation with reflection. Data sources included a 40-item Digital Competency Assessment, a Video Pedagogy Competency rubric, classroom observations, reflective journals, and student feedback. Pre-post analyses showed large improvements in overall digital competence (M = 2.8 to 4.2, p < .001), with notable gains in technology-for-teaching and digital content creation. Implementation data indicated that most teachers adopted video-enhanced, project-based lessons, which significantly outperformed traditional approaches on student knowledge, technical skills, engagement, and collaboration. Qualitative themes highlighted strengthened teacher self-efficacy, a shift toward student-centered practices, and the value of professional learning communities. The study suggests that long-duration, evidence-based professional development that integrates technical and pedagogical strands is essential for sustainable innovation in vocational education, and that short-video pedagogy is highly adaptable across subject areas when supported by institutional infrastructure.