TECHNOPARK-BASED LEARNING IN VOCATIONAL EDUCATION: A BIBLIOMETRIC ANALYSIS OF GLOBAL RESEARCH TRENDS AND COMPETENCY FRAMEWORKS

Abstract

Technopark-based learning (TBL) has emerged as a strategic pedagogical model that embeds vocational students within the open innovation ecosystem of technology parks, engaging them in authentic research, development, and commercialization activities. Unlike prior bibliometric studies examining technoparks as infrastructure, this study is the first to specifically map TBL as a learning model within TVET, providing a competency cluster to curriculum framework directly applicable to program design. This study aimed to map the intellectual structure, thematic evolution, and collaboration network of TBL research in vocational education (2015–2024), generating evidence-based insights for curriculum design, competency frameworks, and implementation policy. A bibliometric analysis was conducted on 287 documents retrieved from Scopus (2015–2024), applying co-word analysis, thematic mapping using the Cobo et al. framework, co-authorship network analysis, and citation burst detection; thematic categories are overlapping, so cluster counts exceed N = 287. Five competency clusters were identified: Digital Technology & Industry 4.0 (n = 94), Sustainability & Green Innovation (n = 76), Collaboration & Academic-Industry Networks (n = 104), Entrepreneurship & Startup Incubation (n = 86), and Adaptive & Lifelong Learning (n = 62). Publication volume grew from 8 documents in 2015 to 51 in 2023, representing a 538% increase, with Indonesia, China, Germany, the Netherlands, and Malaysia as the most productive contributors. Two actionable tools were produced: a TBL Logic Model and a Cluster, Competency, Activity, Assessment mapping table, equipping curriculum designers and policymakers with guidance for designing Technopark-integrated vocational programs aligned with global industry demands.