Constructing Alternative Institutional Spaces in Vocational Education: A Case Study from Türkiye’s Sectoral Excellence Framework

Abstract

This study investigates how teacher development and school-based innovation are fostered through integrated and holistic strategies in vocational education, aligning with the vision of the Century of Türkiye Education Model. Utilizing a qualitative case study design, the research draws on document analysis and participant observation to examine the institutional dynamics of a public vocational high school operating under Türkiye’s Sectoral Excellence Framework. The institution is situated within a regional ecosystem of organized industrial zones, universities, and innovation networks. Data were collected between September 2024 and May 2025 through institutional records, Erasmus+ and national project reports, and field notes from academic and sectoral events. The findings reveal a multidimensional school ecosystem that enables meaningful collaboration among educators, industry stakeholders, and academic actors. Key dimensions include green skills implementation, digital pedagogical tools, and inclusive practices promoting student engagement and workforce readiness. Although the school lacks administrative autonomy and direct access to independent funding, its active role in international networks and local partnerships supports adaptive and scalable innovation. This case illustrates how vocational schools in Türkiye can respond to local educational needs while aligning with global frameworks such as sustainable development and digital transformation. The study offers insights for building responsive and future-ready systems.