In an era where technology plays a significant role in the lives of people of all ages, adapting to rapidly advancing technology is essential. Lifelong learning, which integrates formal, non-formal, and informal education, helps learners develop skills and abilities independently. Programming skills serve as an example of lifelong learning, requiring the development of technical skills such as programming, planning, and testing, as well as communication, teamwork, and systematic thinking. This research focuses on utilizing Generative Artificial Intelligence (Generative AI) to enhance programming skills through self-directed learning combined with interactive learning. The study was conducted with 21 students enrolled in the Higher Vocational Certificate (Diploma) program in Mechatronics and Robotics. The study applied the MAR model, which consists of three stages: The motivation stage, is designed to encourage learners to engage in activities that link prior knowledge or experiences with new knowledge, thereby fostering self-directed learning motivation, such as designing personalized learning activities based on individual interests; the Activity stage, which provides opportunities for learners to use Generative AI technology for self-directed learning according to their goals and plans, enabling them to understand concepts, apply knowledge in various situations, and track their learning progress; and the Reflection and Progress stage, focusing on reviewing, analyzing, and reflecting on learning outcomes, as well as exchanging ideas and skills with peers and receiving constructive feedback. These stages were designed based on theoretical foundations and a literature review. Furthermore, the research emphasized ethical considerations in AI use, such as data privacy and societal impacts, to promote high-quality, beneficial lifelong learning. The findings showed that before the learning process, the learner had no background in programming and had never used AI technology. However, after participating in the learning activities, students became more open to learning and responded positively to the self-designed activities, which aligned with their interests and skills related to their field of study. These findings suggest that this learning process, when implemented effectively, can be applied to lifelong learning for individuals of all genders and ages.

In teacher education programs, pre-service teachers need professional teaching practice in schools, including teaching, classroom action research, and related activities. According to the Teachers' Council professional standard requirements, they need to conduct action research on one topic each semester. These requirements can be challenging, especially during the school internship. They face difficulties in lacking statistics software tools, selecting proper statistics, and seeking advice from statistics teachers with time constraints. Thus, the current study aims to develop a web application as an aiding tool for classroom action research that students can study by themselves anywhere and anytime. This tool was used as a free learning aid. The study also compares the effectiveness of technology-based learning between the proposed web application and similar educational tools that students use. This web application was designed with three main functions: an introductory statistics lesson, data analysis, and a recommendation for statistics selection. In the first function, the content offers basic research and statistics. In the data analysis function, preservice teachers can upload the data files and choose the preferred statistics. The last function is a recommendation for statistics selection. If students do not know which statistics they should use, the recommendation function suggests statistics based on their data. The participants included 20 pre-service teachers studying in the fifth year of an electrical technology education program and act as a college teacher who taught about electrical, electronic, or computer subjects. The assessments were developed to validate the current tool's effectiveness. The results found that the current tool helped the pre-service teachers confirm the selection of the statistical method from their own thinking. Some students reflected that the more understanding of the research content, the clearer understanding of the statistical method would be used. In addition, they reflected that the web application was convenient and easy to use, especially when they were in school and lacked a statistics software license. The contribution of this study is to promote students' understanding of statistics usage in classroom-action research based on a technology-enhanced learning tool.

An electrician is an exciting profession because there are many tools and equipment that contain electrical components. Problem solving and collaboration of all parties in the profession of the electrician, there should be learning management that is appropriate to the context of the learners to enhance the learners to acquire knowledge that is suitable for everyone's learning. This study used a variety of learning management processes together with recreational activities as the main theory. The problem of COVID-19 caused the students to not develop the potential that is suitable for themselves Therefore, the researcher used this process to design this learning activity. To help learners recognize their learning style and develop physical mechanisms, including teamwork skills, this is the element that allows the electrician profession to work effectively and learners to discover their abilities.

This research proposed the development of problem-solving skills of mechatronic maintenance technicians by using a project-based learning model (PjBL) to reduce waste in the production process. The learning procedure consisted of 8 disciplines (8D) based on five steps of PjBL which composed of define, plan, do, review, and presentation. At define step, working team establishment and problem define were required. Next is plan step, which working team need to identify goals, find out the root causes, and select a solution technique. Teamwork was required to implement selected solution technique from previous step. For review step, preventing recurrence, approving and sharing the solution were required. At all process, working team was required to present their progress in the presentation step. As a result of this activity, the technicians were able to analyze the cause of the problem, collaborate to find solutions, and prevent future problems by creating standard operating procedures. The result found that technicians can analyze the cause of the problem, collaborate to find solutions and prevent problems directly by creating standard operating procedures. After applied standard operating procedures, the machine breakdown time due to came off label and overlap label was reduced by a total of 88.7%.

In today's business world, companies primarily focus on enhancing their machines and processes to generate profits. However, many organizations overlook the importance of enhancing their employees' capacity. This study aims to design and create skill maps for factory electricians, using skill mapping to create training courses that are suitable for employees' requirements, and evaluating the skills and competencies of employees. To create skill mapping, first, the skills and competencies of an employee's job position must be analyzed, and a skills and competencies pool must be created. Second, the skills and competencies level of the employee should be evaluated to determine if their current level is appropriate or not. Third, based on the employee's level, skills, and competencies, a skill mapping and learning activity should be created for the employee. Finally, the skills and competencies level of the employee should be assessed after participating in this study. This paper will present the results of this study.

This article presents the application of the CDIO approach combined with experiential learning theory to enhance technicians' problem-solving skills and reduce the time spent on machine installation, which leads to a reduction in production loss. CDIO, which stands for Conceive, Design, Implement, and Operate, was utilized to design and organize the activities involved in the study. Moreover, experiential learning theory was integrated into the CDIO process to enhance technicians' analytical and problem-solving skills through the sharing of prior experiences with their colleagues. Technicians can learn effectively through activities in the Conceive step, where they analyzed root causes using a fishbone diagram. In the Design step, they found solutions using a tree diagram and created a manual. During the Implement step, they worked on-site and resolve the problem based on the manual. Finally, in the final step, technicians compared the data and summarized the results. The results from the application of CDIO and experiential learning theory indicated that it was successful in developing technicians' systematic thinking and enhancing their communication through the sharing of experiences with their colleagues. Additionally, the technicians were able to set the machine values, resulting in a reduction of losses in the glass bottle labeling process.

In printed circuit board assembly (PCBA) process, quality control is critical for reduction of customer feedback and of waste form product rejection. Therefore, it is very important to ensure the quality control (QC) process and this is lead to often required QC employee training and expertise in PCBA quality control. This research applied Define-Measure-Analyze-Improve-Control (DMAIC) to establish skill standards in PCBA inspection in order to reduction of inspection errors. Skill matrix was created and used to identify employee performance. The DMAIC methodology is the Six Sigma tools which is usually used for process improvement. And skill matrix creation was done by applying the DMAIC process composed of five steps, which are of Define, Measure, Analysis, Improve and Control. Therefore, employee performance can be categorized to 3 competency groups and 4 performance levels. In order to verify skill matrix, working performance of employees were followed up by sampling inspection the finished product before transferring it to customer. Mapping of QC employees into skill matrix and organizing them on suitable inspection section effects to reduce of incorrect PCBA inspection. Furthermore, the findings of this study can be used as a guideline for employees development to obtained high performance PCBA inspection.

Enhancement of industry competitiveness can drive by innovation, which key man of process innovation development is the skilled workforce who is usually machine operator in manufacture. Work integrated learning (WiL) is the way for skill workforce development based on experience-based learning by providing student experience in a daily job and relating theory about what they did to develop critical thinking and problem-solving skills. Development of diploma electronics students working at electronics manufacturing company under the WiL program through an extra curriculum based on project based learning and integrated work experience with a facilitator organized and support integrated learning activities. The learning outcomes comprise basic electronic skill profession, critical thinking, and problem-solving skills. These are the defined according to student daily work and presenting relevant knowledge, including discussions between students and facilitator. For critical thinking and problem-solving skills, industrialization tools such as 5M and 5 Whys analysis tools were the introduced to the students as an extra curriculum for students need to summit the innovative solution within 4 weeks after training. Finally, students were the assessed the required learning outcomes, which it comprised 3 parts. The first is student development assessment or formative assessment. The second part was self-assessment. The third part was outcome assessment comprised teacher, head of job in industrial, and facilitator gave feedback and mark. The overall quantitative evaluation found that students can perform outstanding the critical thinking and problem-solving skills of 55.7% whereas they can perform moderate only of 7.6%. The extra curriculum based on work experience was designing and organized. Facilitator was the key for student development of critical thinking and problem-solving skills, which are essential for improving work efficiency. Then evidence suggests that students can fill in the skills gaps which relate to industrial development based on innovative driven enterprise.

This work-in-progress paper describes Smart documents which are work instruction, standard of procedure, or manual are a part of smart factory. Smart documents are used as supporting tool to obtain high efficiency of production. Maintenance skill enhancement is another benefit of smart documents which is capable to obtained. Therefore, utilization of smart document integrated with self-directed learning to enhance maintenance skill was proposed in this research. Substitution-Augmentation-Modification-Redefinition (SAMR) model was applied to self-directed learning process to enhance maintenance skill. Based on SAMR model, self-reflection on used of smart document and on ineffective process can encourage self-improvement on critical thinking. Smart documents designing, method of smart document utilization integrated with SAMR model based on self-directed learning were explained. Utilization results and work productivity were studied.

In technical and vocational education and training (TVET), project approach is usually the learning methodology for training last year student in order to apply learnt theory and technique to real situation. And the project is also used as a tool for final assessment and evaluation on the subject and course level. This paper described application of project approach to encourage TVET student to learn indepth. Third year student (grade 12) who studied certificate of vocational education in industrial trades (mechatronics) program was focused. The integrated project and project production process was designed based on integration of 4 mechatronic subjects. Teachers of each subjects were required to rearrange unit plan and to teach knowledge and skills linked to project production process. During the project work, the teachers were invited to discuss the student ability on doing project and were asked for rearrange teaching plan or content for supporting on going project work. Therefore, the key success factor is cooperative working among teachers. The results shown that students were enhanced their learning and know how to use learnt theory and technique to work in real- world situation.