Digital Transformation of Work-Integrated Learning in Vocational Education: Microcredential Technology, Collaboration, and Industry Engagement

Abstract

Work-Integrated Learning (WIL) is a strategic approach bridging vocational education and industry requirements. This study investigates digitalized WIL implementation in Indonesian vocational schools, focusing on microcredential technology utilization, interdisciplinary collaboration, and industry engagement. A descriptive survey was conducted with 146 respondents from West Java vocational schools, predominantly mechanical engineering programs. Data were collected June-July 2025 using validated Likert-scale questionnaires covering microcredential technology utilization, collaboration, digital portfolio development, and credential-based assessment mechanisms. Most respondents had less than three years WIL experience, reflecting early adoption stages. Findings reveal 71.9% of respondents rated the use of digital and microcredential-enabling technology as Good to Excellent, particularly in documentation and portfolio development. Infrastructure assessment shows 78.1% achieving good to excellent equipment quality, with 84.2% demonstrating adequate laboratory conditions. Interdisciplinary collaboration was rated effective by 69.8% of respondents, demonstrating progress toward integrated project-based learning. Industry mentor engagement reached 67.8%, with active participation through Learning Management Systems (87.7% usage), video conferencing (91.8%), and digital portfolios (73.3%). Digital portfolio quality achieved 59.6% good to excellent ratings, while documentation systems showed 61.6% effectiveness; these two dimensions form the evidence layer on which microcredential issuance depends, indicating that the technological pre-conditions for badge-based credentialing are present but not yet consolidated. Comparative analysis revealed significant improvements in digital versus traditional WIL, with 27.3% average enhancement across learning outcomes (p 0.001), particularly portfolio quality (+42.9%) and industry readiness (+32.0%). Results highlight that microcredential-oriented digital transformation enhances WIL effectiveness through improved collaboration, transparency, and school-industry alignment. However, challenges include uneven adoption, limited infrastructure, and varying digital literacy levels. The study recommends expanding microcredential platforms and their issuance-verification infrastructure, comprehensive educator training, and strengthened industry partnerships while developing standardized frameworks for microcredential recognition, issuance, and quality assurance