Bridging Psychology and Media Pedagogy in Vocational Colleges: Strategies for Effective Teaching

Luran Zhao; Tien Tien Lee; Vimala AP Govindasamy; Qingquan Lu

doi:10.71222/cd31fa18

Authors

Luran Zhao Faculty of Social Sciences and Liberal Arts, UCSI university, Taman Connaught, Kuala Lumpur, Malaysia; School of Media and Film Studies, Vocational College of Communications and Publishing, Wuhan, Hubei, China Author
Tien Tien Lee Faculty of Social Sciences and Liberal Arts, UCSI university, Taman Connaught, Kuala Lumpur, Malaysia; Department of Chemistry/Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia Author
Vimala AP Govindasamy Faculty of Social Sciences and Liberal Arts, UCSI university, Taman Connaught, Kuala Lumpur, Malaysia Author
Qingquan Lu Drone Training Department, Shenzhen Zhongke Tianyu Intelligent Technology Co., Ltd., Shenzhen, Guangdong, China Author

DOI:

https://doi.org/10.71222/cd31fa18

Keywords:

vocational education, media pedagogy, educational psychology, instructional design, multimedia learning, adaptive learning

Abstract

The integration of educational psychology and media pedagogy offers a transformative approach to teaching in vocational colleges, where practical skill development and applied learning are central objectives. This review synthesizes current research on instructional design strategies, psychological interventions, and media tools, highlighting how theory-driven, media-enhanced teaching can enhance student engagement, motivation, and cognitive processing. Key principles from behaviorism, cognitivism, and constructivism are examined alongside multimedia learning, gamification, simulations, and collaborative technologies. The review also addresses challenges, including digital divide, teacher competence, student diversity, and ethical considerations, and proposes future directions such as AI-driven adaptive learning, personalized learning pathways, and professional development programs. By bridging psychology and media pedagogy, vocational educators can create dynamic, student-centered environments that promote both skill mastery and professional readiness, offering practical implications for curriculum design, teaching practice, and institutional policy.

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