INNOVATION IN VOCATIONAL EDUCATION AND TRAINING IN GREECE: EDUCATORS’ MOTIVATIONS

Kyriaki Katsari, John N. Bizos, Maria Gogou, Christos V. Gogos

Abstract


This study investigates the motivations of educators at Greek Higher Vocational Training Schools for adopting innovative practices in education. It explores both internal and external factors influencing innovation. The findings reveal that internal motivations and the perceived needs of students and educational units are key drivers of innovation, whereas gender and age do not significantly correlate with motivation. Experienced educators show a greater inclination toward innovation, associating it with professional prestige and collaboration satisfaction. External mandates, such as government policies, often lack effectiveness unless adequately supported. The study emphasizes that educational innovation should stem from intrinsic motivation, collaborative environments, and student-cantered approaches, and highlights the crucial role of internal leadership. Future research should delve into specific innovative practices, such as experiential learning, to enhance empathy.

 

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educational innovation, motivation, educators, vocational training, Greece

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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6072

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