Integrated Science Education Journal
Integrated Science Education Journal

an Open Access Journal

SINTA

6.1

Impact

GScholar

18

H-Index

Integrated Science Education Journal

an Open Access Journal

Mapping Research Trends, Themes, and Future Directions of Teaching Factory in Vocational Education: A Systematic Literature Review

Sefthy P B Syahailatua
Yogyakarta State University ROR
Indonesia
syahailatuasefthy@gmail.com
Widihastuti Widihastuti
Yogyakarta State University ROR
Indonesia
Share

  • Purpose of the study: Despite the growing number of Teaching Factory studies, a comprehensive synthesis of its research development remains limited. Therefore, this study systematically reviews Teaching Factory research in vocational education published between 2017 and 2026 to identify publication trends, methodological characteristics, major research themes, research gaps, and future research directions.

    Methodology: This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was retrieved exclusively from the Scopus database using predefined search terms related to Teaching Factory and vocational education. Of 64 identified records, 20 peer-reviewed journal articles meeting the inclusion criteria were analyzed using descriptive and thematic synthesis.

    Main Findings: The findings revealed a fluctuating but increasing publication trend, with quantitative studies representing the dominant research approach. Six major research themes were identified: Teaching Factory implementation and evaluation, employability and work readiness, industry collaboration, entrepreneurship and industrial work culture, model development, and digital transformation. Several research gaps were also identified, particularly regarding empirical validation, longitudinal research, industry partnership evaluation, and Digital Teaching Factory development.

    Novelty/Originality of this study: Unlike previous reviews that examined specific aspects of Teaching Factory, this study provides an integrated evidence-based synthesis of publication trends, methodological characteristics, thematic evolution, research gaps, and future research directions. It also proposes a future research agenda highlighting the shift from implementation-focused studies toward impact-oriented and digitally driven vocational education research.

  • How to cite

    [1]
    “Mapping Research Trends, Themes, and Future Directions of Teaching Factory in Vocational Education: A Systematic Literature Review”, In. Sci. Ed. J, vol. 7, no. 4, pp. 668–680, Jul. 2026, doi: 10.37251/isej.v7i4.3551.

    More Citation Formats

  • 7
    Abstract views
    14
    Downloads

    Metrics — Badges

    1. [1] S. Billett, “Learning through work: augmenting vocational educational experiences to meet 21st-century work requirements,” in International Encyclopedia of Education(Fourth Edition), Elsevier, 2022, pp. 452–461. doi: 10.1016/B978-0-12-818630-5.02083-2.
    2. [2] M. Kayyali, “Aligning Vocational Education With Industry Needs,” in Innovative Approaches in Vocational and Regional Education, IGI Global, 2025, pp. 1–48. doi: 10.4018/979-8-3693-9496-0.ch001.
    3. [3] Y. Yoto, “Vocational education development strategy to improve quality of human resources in dealing with Asean Economic Community,” In AIP Conference Proceedings, vol. 1778, no. 1, pp. 030047, AIP Publishing LLC, 2016, doi: 10.1063/1.4965781.
    4. [4] K. Gundaboina, “Relevance of employability skills from employer’s perspective,” In AIP Conference Proceedings, vol. 2794, no. 1, pp. 020025, AIP Publishing LLC, 2023, doi: 10.1063/5.0165911.
    5. [5] M. S. Otu and M. M. Sefotho, Career Coaching and Employability Skills Acquisition. IGI Global, 2025. doi: 10.4018/979-8-3693-4014-1.
    6. [6] N. Veena and N. Anitha, “Converting intent of physically impaired into text using eye blink detection,” Int. J. Recent Technol. Eng., vol. 8, no. 2, pp. 447–451, 2019, doi: 10.35940/ijrte.B1514.078219.
    7. [7] L. Büth et al., “Bridging the qualification gap between academia and industry in India,” Procedia Manuf., vol. 9, pp. 275–282, 2017, doi: 10.1016/j.promfg.2017.04.009.
    8. [8] Z. Chen, W. Pei, J. Zhang, and X. Wu, “The transformation of Chinese vocational education in the era of globalization,” Vocat. Technol. Educ., vol. 2, no. 3, 2025, doi: 10.54844/vte.2025.1023.
    9. [9] M. Ali, B. Triyono, and T. Koehler, “Evaluation of Indonesian technical and vocational education in addressing the gap in job skills required by industry,” in 2020 Third International Conference on Vocational Education and Electrical Engineering (ICVEE), IEEE, Oct. 2020, pp. 1–6. doi: 10.1109/ICVEE50212.2020.9243222.
    10. [10] M. Somantri and R. Pramudita, “Enhancing industry’s role in vocational education: an analysis of challenges and opportunities based on a literature review,” in 2024 9th International STEM Education Conference (iSTEM-Ed), IEEE, 2024, pp. 1–7. doi: 10.1109/iSTEM-Ed62750.2024.10663166.
    11. [11] D. Wahyudin, I. Hanafi, and M. Ahmad, “Enhancing vocational education through the teaching factory model: A study on industry-education collaboration,” Edelweiss Appl. Sci. Technol., vol. 9, no. 2, pp. 1747–1758, 2025, doi: 10.55214/25768484.v9i2.4904.
    12. [12] G. N. I. P. Pratama et al., “A systematic literature review on implementation of teaching factory model in vocational education,” WSEAS Trans. Bus. Econ., vol. 22, pp. 708–718, 2025, doi: 10.37394/23207.2025.22.62.
    13. [13] S. Wahjusaputri and B. Bunyamin, “Development of teaching factory competency-based for vocational secondary education in Central Java, Indonesia,” Int. J. Eval. Res. Educ., vol. 11, no. 1, pp. 353–360, 2022, doi: 10.11591/ijere.v11i1.21709.
    14. [14] S. Wahjusaputri, B. Bunyamin, and T. I. Nastiti, “Critical success factors in implementing teaching factory-based competency for voca-tional high school students,” J. Cakrawala Pendidik., vol. 40, no. 3, pp. 584–592, 2021, doi: 10.21831/cp.v40i3.28877.
    15. [15] G. Chryssolouris, D. Mavrikios, and L. Rentzos, “The Teaching Factory: A Manufacturing Education Paradigm,” Procedia CIRP, vol. 57, pp. 44–48, 2016, doi: 10.1016/j.procir.2016.11.009.
    16. [16] R. C. Putra, I. H. Kusumah, M. Komaro, Y. Rahayu, and E. P. Asfiyanur, “Design learning of teaching factory in mechanical engineering,” IOP Conf. Ser. Mater. Sci. Eng., vol. 306, pp. 012104, 2018, doi: 10.1088/1757-899X/306/1/012104.
    17. [17] B. C. Tjiptady, Yoto, and Tuwoso, “Improving the quality of vocational education in the 4.0 industrial revolution by using the teaching factory approach,” Int. J. Innov. Creat. Chang., vol. 8, no. 1, pp. 22–28, 2019.
    18. [18] R. Rosidah and S. Sutirman, “Added value of teaching factory learning in services production unit to prepare graduate work readiness,” J. Cakrawala Pendidik., vol. 42, no. 3, pp. 695–704, 2023, doi: 10.21831/cp.v42i3.49137.
    19. [19] D. Tanjung, A. K. I. Syahwani, G. Ayuningtyas, W. Sholihah, and D. A. Rivtryana, “Evaluating the impact of the teaching factory model on Vocational High School student competencies in the SMK Centre of excellence program,” BIO Web Conf., vol. 171, pp. 04015, 2025, doi: 10.1051/bioconf/202517104015.
    20. [20] T. Triyanto, M. Jerusalem, and N. Fitrihana, “Bussines model canvas of teaching factory fashion design competency Vocational High School in Yogyakarta,” J. Phys. Conf. Ser., vol. 1273, no. 1, pp. 012049, 2019, doi: 10.1088/1742-6596/1273/1/012049.
    21. [21] P. Heriyati and M. Abror, “Teaching factory implementation for fashion design and production program at vocational high school 3 Cilegon, West Java, Indonesia,” E3S Web Conf., vol. 426, pp. 02110, 2023, doi: 10.1051/e3sconf/202342602110.
    22. [22] A. Prianto, F. Firman, D. Mayasari, and S. Widoyoningrum, “Teaching factory-based learning and its impact on students’ employability skills,” Int. J. Learn. Teach. Educ. Res., vol. 24, no. 12, pp. 215–240, 2025, doi: 10.26803/ijlter.24.12.10.
    23. [23] E. Yolanda, L. R. Said, and C. Asmawatiy, “Teaching factory: an examination of indonesia’s educational management system,” In The Digital Edge: Transforming Business Systems for Strategic Success: Volume 2 (pp. 389-396). Cham: Springer Nature Switzerland, 2025, doi: 10.1007/978-3-031-95280-7_37.
    24. [24] B. Sulistyo, I. Siswanto, Tawardjono, and N. Widodo, “The effects of a teaching factory learning model on students’ competency: an empirical study at the department of automotive engineering education of Universitas Negeri Yogyakarta,” IOP Conf. Ser. Mater. Sci. Eng., vol. 535, no. 1, pp. 012024, 2019, doi: 10.1088/1757-899X/535/1/012024.
    25. [25] E. Diwangkoro and S. Soenarto, “Development of teaching factory learning models in vocational schools,” J. Phys. Conf. Ser., vol. 1456, no. 1, pp. 012046, 2020, doi: 10.1088/1742-6596/1456/1/012046.
    26. [26] I. Isnandar, M. A. Ichwanto, and M. M. Al Ansyorie, “Sister-cousin TF model based on the influence of work preparedness and learning outcome,” Soc. Sci. Humanit. Open, vol. 8, no. 1, pp. 100722, 2023, doi: 10.1016/j.ssaho.2023.100722.
    27. [27] B. Ramadhani Fajri, F. Mohd Kamaruzaman, M. Omar, W. Lofandri, and A. D. Samala, “Smart teaching factory: integrating extended reality, artificial intelligence, and animated simulations for transformative vocational education,” Salud, Cienc. y Tecnol., vol. 5, pp. 1769, 2025, doi: 10.56294/saludcyt20251769.
    28. [28] H. Sumual and G. J. Soputan, “Entrepreneurship education through industrial internship for technical and vocational students,” IOP Conf. Ser. Mater. Sci. Eng., vol. 306, pp. 012053, 2018, doi: 10.1088/1757-899X/306/1/012053.
    29. [29] D. Nurmalasari and D. R. Swaramarinda, “Can TEFA (teaching factory) be realized with a creative economy, appropriate learning model and ICT in Indonesia?,” in Proceedings of the 32nd International Business Information Management Association Conference, IBIMA 2018 - Vision 2020: Sustainable Economic Development and Application of Innovation Management from Regional expansion to Global Growth, 2018, pp. 7148–7155.
    30. [30] I. Isnandar, M. M. Al Ansyorie, M. A. Ichwanto, E. Suwarno, and N. Musyafak, “Support in implementation of teaching factory and industry collaboration towards learning outcome and work preparedness of vocational high school students,” In AIP Conference Proceedings, vol. 2489, No. 1, pp. 030013, AIP Publishing LLC, 2022, doi: 10.1063/5.0094175.
    31. [31] A. Sutiadiningsih and T. Mahfud, “Can the teaching factory model improve the entrepreneurial intentions of vocational high school students?,” Int. J. Eval. Res. Educ., vol. 12, no. 3, p. 1654, Sep. 2023, doi: 10.11591/ijere.v12i3.25652.
    32. [32] R. Hänggi, F. Nyffenegger, F. Ehrig, P. Jaeschke, and R. Bernhardsgrütter, “Smart Learning Factory – Network Approach for Learning and Transfer in a Digital & Physical Set up,” 2020, pp. 15–25. doi: 10.1007/978-3-030-62807-9_2.
    33. [33] G. Jiao, C. Wang, T. Ji, X. Zhang, and S. Jia, “Typical architecture and system integration of digital factories in discrete industries,” in 2021 3rd International Conference on Artificial Intelligence and Advanced Manufacture (AIAM), IEEE, Oct. 2021, pp. 150–158. doi: 10.1109/AIAM54119.2021.00041.
    34. [34] K. Wang, L. Wang, W. Yu, F. He, S. Ren, and P. Gu, “Progress and reflection of learning factory,” In Conference on Learning Factories, pp. 108-116, Cham: Springer Nature Switzerland, 2024, doi: 10.1007/978-3-031-65400-8_13.
    35. [35] T. Handito, H. Mulyono, and I. El Khuluqo, “Teaching factory and computational thinking in Asian vocational education: a bibliometric analysis of the scopus database 2015–2025,” Discov. Educ., vol. 5, pp. 1–14, 2026, doi: 10.1007/s44217-026-01521-x.
    36. [36] D. S. Rifai, A. Ardiansyah, A. I. B. Yahya, and R. Fitriyani, “The implementation of teaching factory in vocational education: a systematic review,” J. VARIDIKA, vol. 38, no. 1, pp. 48–64, 2026, doi: 10.23917/varidika.v38i1.13289.
    37. [37] I. N. Saputro, “Literature Review of The Development of a Green Campus Teaching Factory-Based Learning Model in Vocational Schools in Indonesia,” QALAMUNA J. Pendidikan, Sos. dan Agama, vol. 16, no. 1, pp. 65–76, Feb. 2024, doi: 10.37680/qalamuna.v16i1.3438.
    38. [38] E. Saraswati, M. Kristiawan, and E. Risdianto, “Integrated Quality Management Model for Teaching Factory in the Era of Industrial Revolution 4.0 : A Systematic Literature Review,” May 27, 2026. doi: 10.21203/rs.3.rs-9435119/v1.
    39. [39] S. B. Wibowo, N. Latianingsih, S. E. Umboh, A. Umaemah, and U. Irani Z., “Developing an integrated teaching factory model for enhancing industry-standard competencies in vocational education: a systematic literature review,” J. Konseling dan Pendidik., vol. 13, no. 4, pp. 483–492, Dec. 2025, doi: 10.29210/1198100.
    40. [40] M. J. Page et al., “PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews,” BMJ, p. n160, Mar. 2021, doi: 10.1136/bmj.n160.
    41. [41] E. P. Asfiyanur, K. Sumardi, Y. Rahayu, and R. C. Putra, “The Relevance of Vocational High School Curriculum with the Requirement of the Heavy Equipment Industries,” IOP Conf. Ser. Mater. Sci. Eng., vol. 306, p. 012037, Feb. 2018, doi: 10.1088/1757-899X/306/1/012037.
    42. [42] I. M. Sudana, D. Apriyani, and S. Nurmasitah, “Revitalization of Vocational High School Roadmap to Encounter the 4.0 Industrial Revolution,” J. Soc. Sci. Res., vol. 5, no. 2, pp. 338–342, Jan. 2019, doi: 10.32861/jssr.52.338.342.
    43. [43] Z. Lei, H. Zhou, W. Hu, and G.-P. Liu, “Impact of COVID-19 Pandemic on Engineering Education: Case Study with the Online Laboratory NCSLab,” Int. J. Eng. Educ., vol. 38, no. 5 B, pp. 1505–1512, 2022.
    44. [44] J. Leoste, S. Rakic, F. Marcelloni, M. F. Zuddio, U. Marjanovic, and T. Oun, “E-learning in the times of COVID-19: The main challenges in Higher Education,” in 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), IEEE, Nov. 2021, pp. 225–230. doi: 10.1109/ICETA54173.2021.9726554.
    45. [45] C. Mocanu, A. Grigorescu, A. Nastasa, and A.-M. Zamfir, “Effects of COVID-19 Pandemic on Higher Education. A Bibliometric Perspective,” in Springer Proceedings in Business and Economics, 2023, pp. 161–171. doi: 10.1007/978-3-031-28255-3_12.
    46. [46] R. Widyaningrum, A. G. Wicaksono, J. Jumanto, E. B. Prihastari, and A. Restuningsih, “Research trends of online teaching and learning from 2016 to 2020: A bibliometrics analysis,” in 3rd International Conference on Science Education and Technology, ICOSETH 2021, 2023. doi: 10.1063/5.0143347.
    47. [47] T. Kuat, R. A. P. Hardiyanta, and K. Komiyati, “Implementation of teaching factory in fashion design expertise program at muhammadiyah sumowono vocational school: supporting factors, obstacles and solutions,” Journal of Vocational Education Studies, vol. 8, no. 2, pp. 623-638, 2025, doi: 10.12928/joves.v8i2.14796.
    48. [48] A. D. Widiatna, and N. S. Permana, “Optimizing educational personnel for effective teaching factory implementation in vocational schools: A case study,” Journal of Educational Management and Instruction (JEMIN), vol. 5, no. 1, pp. 69-80, 2025, doi: 10.22515/jemin.v5i1.9548.
    49. [49] S. Doboviček, E. Krulčić, D. Pavletić, and R. Godina, “A scalable learning factory concept for interdisciplinary engineering education: insights from a case implementation,” Education sciences, vol. 15, no. 12, pp. 1574, 2025, doi: 10.3390/educsci15121574.
    50. [50] I. Wulandari and Sudiyatno, “Development of industrial-work culture through teaching factory program in vocational schools,” in Journal of Physics: Conference Series, Nov. 2019. doi: 10.1088/1742-6596/1273/1/012033.
    51. [51] A. D. Widiatna, P. P. Utami, and I. Kemal, “Implementing and managing the teaching factory learning model at vocational schools,” Jurnal Penelitian Pendidikan IPA, vol. 11, no. 5, pp. 341-351, 2025, doi: 10.29303/jppipa.v11i5.10944.
    52. [52] E. Curcio, “Techno-economic analysis of hydrogen production: Costs, policies, and scalability in the transition to net-zero,” International Journal of Hydrogen Energy, vol. 128, pp. 473-487, 2025, doi: 10.1016/j.ijhydene.2025.04.013.
    53. [53] S. Syifauzakia, M. S. Sumantri, N. Dhieni, and S. Wulan, “Fostering professionalism in prospective early childhood teachers through practice-based edupreneurship,” GENIUS: Indonesian Journal of Early Childhood Education, vol. 6, no. 1, pp. 71-88, 2025, doi: 10.35719/gns.v6i1.207.
    54. [54] D. R. Swaramarinda and D. Nurmalasari, “Development of creative economy learning model: Based ICT subject in entrepreneurship at vocational high school in West Java,” Adv. Sci. Lett., vol. 23, no. 2, pp. 1–6, 2017, doi: 10.1166/asl.2017.10137.
    55. [55] R. Suhartini, B. Y. A. Ramadhani, and U. Wahyuningsih, “Improving Teaching Factory Performance by Work Culture in Vocational Learning,” Eurasian J. Educ. Res., no. 109, pp. 236–249, 2024, doi: 10.14689/ejer.2024.109.014.
    56. [56] Y. I. Hatmojo and W. Ikhsannudin, “Development of Teaching Factory Learning Model in Industrial Automation in Vocational High Schools,” J. Edukasi Elektro, vol. 8, no. 1, pp. 55–64, 2024, doi: 10.21831/jee.v8i1.68772.
    57. [57] N. Inderawan and S. Widodo, “The implementation of teaching factory in producing fly ash based eco-friendly concrete products,” in IOP Conference Series: Materials Science and Engineering, May 2019, pp. 012003. doi: 10.1088/1757-899X/535/1/012003.
    58. [58] S. Wahjusaputri, T. I. Nastiti, B. Bunyamin, and W. Sukmawati, “Development of artificial intelligence-based teaching factory in vocational high schools in Central Java Province,” J. Educ. Learn., vol. 18, no. 4, pp. 1234–1245, 2024, doi: 10.11591/edulearn.v18i4.21422.

Categories