New Professions and Vocational Higher Education Institutions in the Context of Green and Digital Transformation

Yıl 2025, Cilt: 13 Sayı: 3, 1821 - 1849, 30.12.2025

Esra Nur Akpınar

https://doi.org/10.18506/anemon.1690180

Öz

This study aims to analyze the new professions emerging with the green and digital transformation (twin transition), the skills they require, and the professions whose relevance is decreasing, within the context of Vocational Higher Education Institutions. Conducted using document analysis, the study reached the following conclusions: The twin transition, a core dynamic of the 21st century, deeply impacts the economy and labor market. The most significant aspect of this impact is the emergence of new professions and the skills needed for them, while traditional professions lose their relevance. This shift forces the current model of Vocational Higher Education Institutions, which train a skilled workforce for industry, to undergo restructuring in terms of structure, objectives, curriculum, and implementation. The restructuring, aligned with state policies, labor market demands, and global examples, marks a transition from a school-based to a work-based model. The curriculum of this new model is competency-based, aiming to equip students with work-based digital competencies and green skills. These work-based institutions, ideally located in organized industrial zones, are expected to provide both face-to-face and online education to the younger generation and the existing workforce, helping them acquire digital and green skills aligned with the 21st-century Information Society and Economy.

Anahtar Kelimeler

Twin Transition , Green and Digital Transformation , New Professions , and the Vocational Higher Education Model

Yeşil ve Dijital Dönüşüm Bağlamında Yeni Meslekler ve Meslek Yüksekokulları

Öz

Bu çalışmanın amacı, yeşil ve dijital dönüşüm (ikiz dönüşüm) ile gündeme gelen yeni meslekler ile bunların gerektirdiği beceriler ile geçerliliği azalan meslekleri, Meslek Yüksekokulları bağlamında analiz etmektir. Belge tarama niteliğindeki çalışma, doküman analizi yöntemiyle yürütülmüştür. Çalışmada ulaşılan sonuçlar şöyledir: 21. Yüzyılın temel dinamiği olan ikiz dönüşüm, ekonomi ve işgücü piyasasını derinden etkilemektedir. Bu etkinin en belirgin yönü, birçok yeni meslek ile bu mesleklerin gerektirdiği beceriler gündeme gelirken, geleneksel mesleklerin geçerliliğini yitirmesidir. Bu durum endüstriye nitelikli işgücü yetiştiren mevcut Meslek Yüksekokulları modelini yapı, amaç, müfredat ve uygulama boyutlarıyla yeniden yapılanmaya zorlamaktadır. İkiz dönüşüm, devlet politikaları ve iş piyasasının talepleri ile dünya örnekleri doğrultusunda gerçekleştirilecek bu yeniden yapılanma, okula dayalı modelden, işe dayalı modele geçişi ifade etmektedir. Bu modelin müfredatı yeterlilik tabanlı olup, öğrenme çıktıları ise, iş tabanlı dijital yeterlilikler ve yeşil beceriler kazandırmaya yöneliktir. Mümkün ölçüde organize sanayi bölgelerinde kurulacak, 21. yüzyılın Bilgi Toplumu ve Ekonomisine uygun, iş tabanlı Meslek Yüksekokullarından, genç kuşağa ve mevcut işgücüne, yüz yüze ve online eğitim-öğretimle, dijital yeterlilikler ve yeşil beceriler kazandırması beklenmektedir. Gelinen noktada Meslek Yüksekokullarının, yapay zekâ-dijital-sanal-yeşil geleceğe göre yeniden yapılandırılması, salt bir mesleki eğitim sorunu olmaktan öte, Türkiye’nin sürdürülebilir kalkınmasını yakından ilgilendiren, stratejik bir konudur.

Kaynakça

• Abad-Segura, E., González-Zamar, M.-D., Infante-Moro, J. C., & Ruipérez García, G. (2020). Sustainable management of digital transformation in higher education: Global research trends. Sustainability, 12(5), 2107. https://doi.org/10.3390/su12052107
• Akbaş, M., & Altunışık, R. (2024). The effects of digital transformation on professions: Future professions and required competencies. Journal of Management Sciences, 23(55), 82–113. https://doi.org/10.35408/comuybd.1462900
• Aksakal, Y., & Ülgen, B. (2021). Artificial intelligence and the professions of the future. TRT Academy, 6(13), 834–853. https://doi.org/10.37679/trta.969285
• Alabdali, M. A., Yaqub, M. Z., & Agarwal, R. (2024). Unveiling green digital transformational leadership. Journal of Cleaner Production, 25(2–3). https://doi.org/10.1016/j.jclepro.2024.141670
• Alkan, R. M., Suiçmez, M., Aydınkal, M., & Şahin, M. (2014). Current situation in vocational schools: Problems and several solution proposals. Journal of Higher Education and Science, 4, 133–140.
• Aydınbaş, G., & Erdinç, Z. (2022). The effects of Industry 4.0 on economic stability. International Black Sea Modern Scientific Research Congress.
• Baghbanpourasl, L., Faghihi, F., Seifi, M., & Nateghi, F. (2017). Providing a curriculum design pattern for green technical and vocational education. Iranian Journal of Educational Sociology, 1(4), 140–154.
• Baloğlu, F. (1999). Citing internet sources in scientific studies. Sociology Conferences, 26, 253–257.
• Budak, N. (2021). Jobs of the future and digital skills. In C. Selek Öz (Ed.), Labor economics and industrial relations selected articles (pp. 283–312), Sakarya: Change.
• Cansoy, R. (2018). 21st-century skills according to international frameworks. Journal of Human and Social Sciences Research, 7(4), 3112–3134. https://doi.org/10.15869/itobiad.494286
• CEDEFOP. (2024). Vocational education and training in Germany. https://www.cedefop.europa.eu/en/publications/4184
• Ceylan, H., & Erbil, M. A. (2015). Meslek yüksekokullarında kalite. Electronic Journal of Vocational Colleges, 5(1), 99–106. https://doi.org/10.17339/ejovoc.51397
• Chang, J. H. (2013). Career education in Korea. Korea Research Institute for Vocational Education and Training.
• Chen, P., Schmidtke, C., & Jin, X. (2024). Chinese technical and vocational education. Vocat Tech Education, 1(3). https://doi.org/10.54844/vte.2024.0677
• Cuddy, N., & Leney, T. (2005). Vocational education and training in the UK. Cedefop Panorama Series (111).
• Çubukçu, Z., & Babaoğlu, C. (2023). Digitalization and talent management. In S. Uslu et al. (Eds.). SETA. Daas, A., Hornberger, A., & Speicher, A. (2022). Skills for a just transition to a green future. GIZ.
• Degirmen, G. C., Ozbey, D. O., Sardagı, E., Tekin, I. C., Koc, D., Erdogan, P., ... & Arık, E. (2024). How does digital transformation moderate green culture, job satisfaction, and competitive advantage in sustainable hotels?. Sustainability, 16(18), 8072. https://doi.org/10.3390/su16188072
• Deniz, N., & Büyük, K. (2023). Twin transition: Green and digital transformation. Digital Technologies and Education, 2(1), 57–70. https://doi.org/10.5281/zenodo.8194073
• Dinçer, A., & Yılmaz, B. (2025). Integration of vocational education into labor market. In M. Cansız (Ed.). ASO.
• Ding, L., & Wu, S. (2024). Digital transformation of education in China. Science Insights Education Frontiers, 20(2), 3283–3299. https://doi.org/10.15354/sief.24.re340
• Doğru, B. N., & Meçik, O. (2018). The labor market effects of Industry 4.0 in Turkey. SDÜ Journal of Economics and Administrative Sciences, 1581–1606.
• Doksanyedi, D., & Meçik, O. (2024). The relationship between green economy and employment. Izmir Economics Journal, 39(3), 621–636. https://doi.org/10.24988/ije.1465528
• Duman, M. (2022). Society 5.0: Human-centered digital transformation. Journal of Social Policy Conferences, 82, 309–336. https://doi.org/10.26650/jspc.2022.82.1008072
• Ecer, K., Güner, O., & Çetin, M. (2021). The european green deal. Journal of Business and Economics Studies, 9(2), 125–144.
• Erikli, S., & Salih, P. (2022). 21st century skills and digital transformation. Paper presented at Anatolian Summit 4th International Science Congress.
• Glesne, C. (2014). Introduction to qualitative research (A. Ersoy & P. Yalçınoğlu, Eds.). Anı Publishing.
• Gücenmez, T. (2023). The impact of digital transformation on the labor force in Turkey. Kahramanmaraş Sütçü İmam University Journal of Social Sciences, 20(3), 995-1005. https://doi.org/10.33437/ksusbd.1361092
• Gu, C. C., Gomes, T., & Brizuela, V. S. (2011). Technical and vocational education for sustainable development. Blekinge Institute of Technology.
• Güdek, B. (2023). Industrial Transformation and Industry 5.0. Journal of Ömer Halisdemir University, 16(4), 1129–1142. https://doi.org/10.25287/ohuiibf.1331731
• Gürbüz, C. (2024). Digitalization of vocational and technical education skill systems. Journal of Education and Human Sciences: Theory and Practice, 15(29), 191–222. https://doi.org/10.58689/eibd.1445906
• Handayani, M. N., Ali, M., Wahyudin, D., & Mukhidin, M. (2020, April). Student’s green skills in agricultural vocational school. In IOP Conference Series: Materials Science and Engineering (Vol. 830, No. 4, p. 042083). IOP Publishing. https://doi.org/10.1088/1757-899X/830/4/042083
• Kaliappan, A., & Hamid, H. (2022). Green Technology and Vocational College: A Preliminary Study. Online Journal for TVET Practitioners, 7(1), 49-60. https://doi.org/10.30880/ojtp.2022.07.01.006
• Kamsker, S., & Slepcevic-Zach, P. (2021). The digital change of vocational training and business education: what it takes to prepare students for the future challenges of the job market. International Journal for Business Education, 161(1), 6. https://doi.org/10.30707/IJBE161.1.1648090824.269195
• Karabıçak, Y., & Armağan, Y. (2004). The process of environmental problems and the foundations of environmental management and its economic impacts. Journal of the Faculty of Economics and Administrative Sciences of Süleyman Demirel University, 9(2), 203-228.
• Karaçay, G., & Alpkan, L. (2019). The effects of digital transformation on labor markets: social policy recommendations for the Turkish labor market. Turkish Journal of Administration, 91(488), 345-373.
• Karasar, N. (2005). Scientific research method: Concepts, principles, techniques. Istanbul Nobel Publications.
• Karataş, Z. (2015). Qualitative research methods in social sciences. Journal of Spiritual-Based Social Work Research, 1(1), 62–80.
• Kıral, B. (2020). Document analysis. Journal of the Institute of Social Sciences, 15, 170–189.
• Konya, S., & Güngör, S. (2015). Employment problems of vocational school graduates. Paradox Journal of Economics, Sociology and Politics, 11, 427–440.
• Kovalchuk, V. I., Maslich, S. V., Movchan, L. G., Soroka, V. V., Lytvynova, S. H., & Kuzminska, O. H. (2022, March). Digital transformation of vocational schools: Problem analysis. In CTE Workshop Proceedings (Vol. 9, pp. 107-123). https://doi.org/10.55056/cte.107
• Kuvvetli Yavaş, H. (2024). Challenges arising with sustainable development and digitalization. AJIT-E: Academic Journal of Information Technology, 15(2), 138-173. https://doi.org/10.5824/ajite.2024.02.002.x
• Kwauk, C. T., & Casey, O. M. (2022). A green skills framework for climate action, gender empowerment, and climate justice. Development Policy Review, 40, e12624.https://doi.org/10.1111/dpr.12624
• Lee, N. (2013). Redesigning of Curriculum and Training for Skills for Green Jobs in the Republic of Korea. Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific, 281.
• Li, Y. P. (2005). Vocational education in China. Management in Education, 19(3), 12–15.
• Li, H., Khattak, S. I., Lu, X., & Khan, A. (2023). Greening the way forward: A qualitative assessment of green technology integration and prospects in a Chinese technical and vocational institute. Sustainability, 15(6), 5187. https://doi.org/10.3390/su15065187
• MEB. (2023). Vocational and technical education system. https://mtegm.meb.gov.tr
• Miles, M. B., & Huberman, A. M. (2016). Qualitative data analysis. Pegem Publications.
• MYK. (2024). Turkish Vocational Qualifications Authority. https://www.myk.gov.tr (https://www.myk.gov.tr/tr.)
• Nadim, P. (1994). Human capital theory. Atatürk Education Faculty Journal, 6, 217–221.
• Okada, A., & Gray, P. (2023). A climate change and sustainability education movement: Networks, open schooling, and the ‘CARE-KNOW-DO’framework. Sustainability, 15(3), 2356. https://doi.org/10.3390/su15032356
• Okçu, M., & Akman, Ç. (2022). Artificial intelligence and public policy. In E. Akman et al. (Eds.). Nobel Publications.
• Özkan, U. B. (2017). Principles of vocational and technical education. Pegem Publications.
• Özsoy, C. (2011). The dynamics of the green economy. Finance Political & Economic Comments, 48(562), 19–32.
• Parua, R., & Yang, W. (2024). The driving logic of digital transformation in TVET. Vocation, Technology & Education, 1(2). https://doi.org/10.54844/vte.2024.0590
• Pakdemirli, B. (2019). Digital transformation and economic growth. Adiyaman University Journal of Social Sciences Institute, (32), 665–694. https://doi.org/10.14520/adyusbd.571201
• Poyrazoğlu, A. G. B. (2021). Professions of the future.https://www.researchgate.net/publication/358496795
• Sak, R., Şahin Sak, İ. T., Öneren Şendil, Ç., & Nas, E. (2021). Document analysis as a research method. Kocaeli University Education Journal, 4(1), 227–256. https://doi.org/10.33400/kuje.843306
• Sezgin, S. İ. (2009). Program development in vocational and technical education. Nobel Publications.
• Sönmez, V., & Alacapınar, F. G. (2016). Illustrated scientific research methods. Anı Publishing.
• Şahin Ören, T., & Ören, V. E. (2018). Determining the satisfaction levels of vocational school students with the 3+1 education model: The case of Banaz Vocational School. Journal of Higher Education and Science, 12(3), 451–456. https://doi.org/10.5961/jhes.2018.286
• Simmonds, P., & Lally, C. (2024). Green skills in education and employment. UK Parliament. https://researchbriefings.files.parliament.uk/documents/POST-PN-0711/POST-PN-0711.pdf https://doi.org/10.58248/PN711
• Şençan, H. (2008). Vocational and technical education problems. MÜSİAD Research Reports, 55.
• Şengüllendi, M. F., & Şehitoğlu, Y. (2023). Conceptual transformation of green transition research: Identifying the fundamental and contemporary research topics through bibliometric analysis. Istanbul Nişantaşı University Journal, 11(2), 557–574. https://doi.org/10.52122/nisantasisbd.1377476
• Taş, H. Y. (2018). The possible effects of the 4th industrial revolution on working life and employment. OPUS International Journal of Society Researches, 9(16), 1817-1836. https://doi.org/10.26466/opus.479123
• Thunqvist, D. P., Gustavsson, M., & Lundkvist, A. H. (2023). The role of VET in a green transition of industry: a literature review. (IJRVET)International Journal For Research in Vocational Education And Training, 10(3), 361–382. https://doi.org/10.25656/01:28070
• UNESCO-UNEVOC. (2004). Learning for work, citizenship and sustainability. https://unevoc.unesco.org> SD_FinalReport_e
• UNESCO. (2017). Greening technical and vocational education and training. https://www.uncclearn.org/resources/library/greening-technical-and-vocational-education-and-training-a-practical-guide-for-institutions/
• Uysal, Y., & Malkoç Yılmaz, K. (2025). Public administration and digital culture in Turkey. Kaytek Journal, 7(1), 74–102. https://doi.org/10.58307/kaytek.1523213
• Uzun, N., Sağlam, N., & Uzun, F. V. (2008). Environmental education based on the green classroom model. Journal Aegean Education, 9(1), 59–74.
• Wang, X., & Shi, X. (2024). Impact of digital transformation on green production: Evidence from China. Heliyon, 10(15), 1-17.
• Wang, Y. (2024). Digital transformation of vocational education. Educational Research and Reviews, 6(12), 43–49. Xu, J., Jiang, T., Wei, M., & Qing, Z. (2024). The digital transformation of vocational education: Experience and reflections of Shenzhen Polytechnic University. Vocation, Technology & Education, 1(1).https://doi.org/10.54844/vte.2024.0522
• Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences. Seçkin Publicating. Ying, L., & Yixin, C. (2025). Role of vocational education in global sustainable development. World Vocational and Technical Education. https://doi.org/10.1515/wvte-2025-2002
• Yolvermez, B. (2023). The future of careers: green career. Journal of Civilization Studies, 8(1), 89–107. https://doi.org/10.52539/mad.1337666
• YÖK. (2019). Turkish Higher Education System. https://www.yok.gov.tr (https://istatistik.yok.gov.tr/.)
• YÖK. (2025). Turkish Higher Education System. https://www.yok.gov.tr/Sayfalar/Haberler/2025/turkiye-yesil-%C3%BCniversite.aspx
• Yurdakul, S. ve Şahin-Demir, S. A. (2024). Higher education outlook 2024: monitoring and evaluation report. Ankara: Eğitim-Bir-Sen Center for Strategic Research.
• Yüksel, B., & Kibritçi Artar, O. (2022). Digitalization in Turkey and evoluation of possible effects on national economy. Working Paper Series, 3(2), 99–116. https://doi.org/10.5281/zenodo.6652464
• Zervas, I., & Stiakakis, E. (2024). Digital skills in vocational education and training: Investigating the impact of Erasmus, digital tools, and educational platforms. Journal of Infrastructure Policy and Development, 8(8). https://doi.org/10.24294/jipd.v8i8.8415
• Zhu, J., Huang, T., Chen, W., & Gao, W. (2018). The future of artificial intelligence in China. Communications of the ACM, 61(11), 44-45.