Competitions, Tangible Projects and Experiential Learning in Vocational Education: A Qualitative Case Study
DOI:
https://doi.org/10.65150/EP-gjefm/V2E6/2026-12Keywords:
experiential learning, vocational education, student competitions, tangible projects, open technologies, ArduinoAbstract
This study explores student participation in a National Open Technologies Competition as an experiential learning experience in vocational education. The research focuses on how the creation of a tangible technological project influenced students’ learning, collaboration, confidence and understanding of technology in practice. A qualitative case study design was adopted, involving eight vocational upper-secondary students from a public vocational school in Greece. For all participants, this was their first experience of taking part in such a competition. The preparation process lasted eight weeks, with one weekly three-hour meeting, during which students worked collaboratively on the design, programming, testing and completion of an Arduino-based accessibility-oriented technological project. Data were collected through semi-structured student interviews, the teacher’s reflective diary and photographic material from the programming and construction process. Thematic analysis showed that students initially experienced insecurity and self-doubt, but gradually became more actively engaged. The findings indicate that the tangible project helped students connect theoretical programming knowledge with practical application, develop collaborative problem-solving skills, persist through trial and error, and strengthen their self-confidence. The successful completion of the project and the distinction received in the competition further enhanced students’ sense of achievement and recognition. The study highlights the pedagogical value of student competitions and tangible projects as contexts for experiential learning in vocational education.
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Copyright (c) 2026 Victoria Bonareva, Athanasios Patropoulos , Nikolaos Domouchtsis (Author)
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