PROJECT RESULTS
SkillX produces three interconnected Open Educational Resources designed to strengthen teaching competence, improve student vocational performance and support continuous learning.
The three results operate as a coherent system: teachers first acquire the methodology, students then apply it through realistic vocational simulations, and both groups reinforce their competences through short digital learning units.
Training Teachers to Develop Real Vocational Competence
The SkillX Teacher Training Programme is a structured, 18-hour professional development programme designed to help VET teachers transform ordinary vocational exercises into realistic, performance-based learning experiences.
The programme introduces the Immersive Practice–Feedback–Mastery methodology and provides practical guidance for designing occupational workflows, applying structured assessment criteria, integrating responsible AI-supported feedback and adapting training to different student needs.
Rather than presenting a general introduction to educational technologies, the programme focuses on concrete teaching competences that can be applied directly in classrooms, workshops and vocational training environments.
Each module contains practical trainer guidance, authentic vocational examples, activity templates, assessment instruments and opportunities for application and reflection.
This module introduces the core SkillX methodology.
Teachers learn to convert a real occupational task into a structured two-attempt learning cycle, enabling students to practise professional workflows, receive meaningful feedback and demonstrate measurable improvement.
Key competences: authentic task design, workflow sequencing, feedback integration and performance improvement.
Real workplaces rarely operate under perfectly predictable conditions.
This module prepares teachers to introduce realistic changes into vocational tasks, including time limitations, new customer requirements, missing information and unexpected operational constraints.
Key competences: adaptive simulation design, problem-solving instruction, scenario variation and professional decision-making.
Effective vocational assessment must examine how students perform professional processes, not simply whether they produce a final answer.
Teachers learn to develop occupational performance rubrics covering workflow accuracy, procedural compliance, decision quality, documentation standards and improvement between attempts.
Key competences: performance assessment, competence measurement, evidence collection and vocational standards alignment.
This module introduces practical and responsible approaches to using artificial intelligence as a feedback-support instrument.
Teachers learn to compare student task attempts, identify recurring errors, interpret AI-generated observations and refine feedback according to professional and pedagogical standards.
Key competences: AI-assisted performance analysis, feedback validation, human oversight and responsible educational AI use.
Vocational mastery should be achievable through learning pathways that respond to different student needs without reducing expected professional standards.
Teachers learn to design accessible simulation activities, offer progressive support, identify participation barriers and gradually develop student independence.
Key competences: inclusive task adaptation, differentiated support, accessible learning design and progressive autonomy.
The final module connects all previous elements into complete vocational learning sequences.
Teachers develop lesson plans that combine authentic workflows, repeated practice, changed conditions, assessment, AI-supported feedback and documented competence development.
Key competences: integrated lesson planning, curriculum implementation, progress tracking and sustained classroom application.
Upon completing the programme, participating teachers are expected to demonstrate the ability to design authentic vocational simulations, assess complete occupational processes, provide targeted and responsibly validated AI-supported feedback, facilitate repeated improvement cycles and adapt these approaches to diverse students.
Select a language to access the resource when available.
Bringing Real Workplace Challenges into Vocational Education
SkillX Vocational Simulation Scenarios is a practical collection of classroom-ready learning activities that enable students to develop job-ready competences through realistic occupational challenges.
The scenarios are designed around complete professional workflows rather than disconnected exercises.
Students are expected to understand a professional task, organise the necessary steps, make decisions, produce appropriate outputs, evaluate their performance and improve their results following targeted feedback.
Each scenario follows the Immersive Practice–Feedback–Mastery methodology and incorporates professional standards, changing workplace conditions and opportunities for measurable competence development.
Students perform an authentic occupational process from initial task requirements to final professional output.
Following the first attempt, they receive structured feedback, identify missing or incorrectly sequenced steps and repeat the workflow to demonstrate improvement.
Skills developed: workflow execution, task organisation, procedural accuracy, self-correction and professional documentation.
Students encounter unexpected modifications to a workplace task, such as altered requirements, restricted resources or new operational constraints.
They must adapt their original approach while maintaining expected professional standards.
Skills developed: adaptability, problem-solving, time management, flexibility and decision-making under changing conditions.
Students complete vocational activities that require careful attention to accuracy, occupational procedures and professional requirements.
Through performance analysis and repeated practice, they identify mistakes, improve task precision and demonstrate greater compliance with relevant standards.
Skills developed: accuracy, quality control, procedural compliance, error detection and professional responsibility.
Students complete professional tasks and receive teacher-validated feedback supported by AI-based analysis.
They examine the quality of their reasoning, the clarity of their explanations and the completeness of their workflow documentation before improving their performance.
Skills developed: professional communication, digital literacy, critical interpretation of AI feedback and evidence-based improvement.
Students engage in realistic vocational scenarios where operational accuracy and safety-related decisions are essential.
They learn to identify procedural risks, recognise errors, take appropriate corrective action and maintain professional standards.
Skills developed: safety awareness, risk recognition, procedural discipline, error recovery and accountable decision-making.
This scenario demonstrates how authentic vocational tasks can be delivered through accessible, progressively supported learning pathways.
Students receive appropriate guidance while working towards the same occupational competence expectations.
Skills developed: independent task performance, self-confidence, structured problem-solving, digital participation and progressive professional autonomy.
Each scenario will provide an integrated learning package containing a vocational task description, professional workflow guidance, student activity instructions, structured first and second attempts, feedback and assessment criteria, changed-condition variations, and reflection activities.
Where appropriate, the package will also include AI-supported analysis examples and accessible alternatives for students requiring additional learning support.
SkillX scenarios are intended to strengthen vocational learning across different professional fields.
By repeatedly performing realistic workflows, students develop competences that support employment readiness, including precision, adaptability, independent judgement, communication, responsible technology use and professional accountability.
Select a language to access the resource when available.
Small Learning Units. Stronger Professional Skills.
SkillX e-Learning Pills are short, accessible digital micro-learning resources designed to reinforce the vocational competences developed through the Teacher Training Programme and Vocational Simulation Scenarios.
Unlike conventional online courses that often concentrate on theoretical explanations, SkillX e-Learning Pills focus on specific professional actions, practical learning strategies and observable competence improvement.
The resources help teachers reinforce the SkillX methodology and enable students to revisit essential vocational skills at their own pace.
The package consists of 36 short micro-learning videos, each approximately 2–3 minutes long. Each project partner develops six videos, including three teacher-focused and three student-focused learning units.
All videos will include subtitles and transcripts, supporting accessible and flexible learning.
The digital learning collection is organised around six complementary competence areas.
Using Artificial Intelligence to Improve Professional Learning
This learning theme introduces responsible AI use in vocational education. Teachers learn to interpret and validate AI-supported performance feedback, while students learn to examine AI outputs critically and use them to support reflection rather than substitute professional judgement.
Understanding How Real Professional Workflows Operate
This theme develops awareness of authentic workplace processes, procedural requirements and professional documentation. Teachers learn to translate occupational procedures into learning tasks, while students strengthen their ability to identify, organise and execute complete work sequences.
Adapting Professional Decisions to Changing Conditions
This theme explores how workplace performance changes when circumstances become less predictable. Teachers learn to develop realistic task variations, while students practise adapting to time limitations, resource constraints and modified requirements.
Making Decisions That Can Be Explained and Justified
This theme develops professional responsibility and transparent decision-making. Teachers learn to assess professional judgement, while students practise explaining their decisions, recognising consequences and maintaining occupational standards.
Moving from Guided Practice to Independent Performance
This theme demonstrates how structured assistance can support competence development without limiting independence. Teachers learn to design progressive support pathways, while students build confidence in completing vocational tasks with increasing autonomy.
Turning Practice and Improvement into Lasting Skills
The final theme focuses on maintaining vocational competence over time. Teachers learn to embed structured improvement cycles into routine teaching, while students reinforce professional workflows, develop consistent performance habits and transfer learning to new tasks.
Each e-Learning Pill will include a focused competence explanation, a realistic vocational example, a short demonstration or guidance sequence, and opportunities to reflect on practical application. The learning content will support both classroom integration and independent reinforcement.
Video titles are temporary placeholders (T1:, T2:, T3:, S1:, S2:, S3:) as requested in the project brief. Videos will be added when supplied.
Select Learning Theme | Teacher videos and student videos
Select Learning Theme | Teacher videos and student videos
Select Learning Theme | Teacher videos and student videos
Select Learning Theme | Teacher videos and student videos
Select Learning Theme | Teacher videos and student videos
Select Learning Theme | Teacher videos and student videos
Teachers will strengthen their competence in implementing mastery-based vocational lessons, interpreting workflow performance, validating AI-supported feedback, adapting activities for diverse students and sustaining structured learning improvement.
Students will improve their ability to execute vocational workflows independently, identify and correct mistakes, justify professional decisions, respond to changing conditions and use digital technologies responsibly.