Online education in Technical and Vocational Education and Training (TVET), particularly for engineering disciplines, has become increasingly vital due to rapid technological advancements and the growing need for continuous professional development of educators. This study addresses a key research question: What factors contribute to the effectiveness of online courses for TVET engineering educators, as perceived by the educators themselves? This research forms part of a mixed-methods doctoral study, with the qualitative phase aimed at exploring educators’ perspectives and identifying critical factors that influence online course effectiveness. These insights will guide the formulation of hypotheses for subsequent quantitative analysis.

The study's qualitative phase centers on in-depth interviews conducted with 11 educators who have extensive experience delivering online training for TVET engineering professionals. Each participant was selected based on their expertise, with at least five years of experience in the field and active involvement in designing or facilitating multiple online courses. The interviews explored key dimensions such as course objectives, engagement strategies, assessment practices, and the integration of digital tools.

To ensure a robust foundation, the interview protocol was developed based on an analytical review of relevant literature, which established a conceptual and theoretical basis for the research. The theoretical framework combines Malcolm Knowles' andragogical principles with Moore’s theory of transactional distance. Knowles’ framework emphasizes the self-direction, experiential learning, and practical orientation of adult learners, while Moore’s theory underscores the need to bridge psychological and communication gaps in online education. By integrating these perspectives, the study examines how educators design learning experiences that balance flexibility with the rigor required for professional engineering training.

The qualitative exploration aims to uncover educators’ practical strategies for addressing challenges in online environments, including fostering learner engagement, ensuring effective knowledge transfer, and maintaining the relevance of course content. Additionally, the study explores how educators integrate innovative technologies—such as simulations and virtual labs—to complement traditional pedagogical approaches.

This research not only contributes to the theoretical understanding of online education but also has significant practical implications. Insights derived from educators’ experiences can guide the design and implementation of effective online courses, addressing the unique challenges of TVET engineering education. Ultimately, this study aims to support the professional development of TVET educators across Europe and beyond, fostering sustainable and impactful teaching practices in the digital era.

The qualitative research employed a standardized open-ended interview approach, following the framework outlined by M.Q. Patton. This approach was chosen for its ability to generate rich, detailed data while maintaining consistency across interviews. The interview protocol was carefully designed and tested through pilot interviews to ensure clarity, relevance, and alignment with the study’s objectives. Interviews were conducted with 11 educators from 8 Federal Districts of Russia, lasting between 30 and 90 minutes each. These participants were selected using purposive sampling to ensure a diverse range of perspectives. Each interview focused on educators’ experiences with online teaching, challenges faced in virtual environments, and strategies employed to enhance course effectiveness. To facilitate an open and reflective dialogue, the interviews incorporated a combination of guided questions and opportunities for participants to share personal anecdotes and insights. Data collection adhered to strict ethical standards. Participants provided informed consent, and confidentiality was maintained throughout the study. Interviews were recorded with permission and transcribed using Charla-AI software. Transcripts were then returned to participants for validation, ensuring accuracy and credibility. Data analysis followed the structured Moustakas method, emphasizing inductive thematic coding. This process involved multiple stages: initial manual coding to identify key themes, followed by verification and refinement using ATLAS.ti software. The combination of manual and software-assisted coding ensured a comprehensive and systematic analysis of the data. To enhance the reliability of findings, the study employed several strategies. Pilot testing of interview questions ensured the collection of focused, meaningful responses. The author conducted all interviews personally, employing bracketing techniques to minimize bias and maintain objectivity. Additionally, member-checking procedures were implemented, with participants reviewing and confirming the accuracy of their responses and the identified themes. The dual coding approach—manual and AI-supported—allowed for the identification of nuanced patterns in participants' narratives. Key themes emerged around effective pedagogical strategies, the integration of digital tools, and the challenges of maintaining learner engagement in online environments. This rigorous methodology provides a solid foundation for the study’s conclusions and subsequent quantitative research phases.

The findings are expected to significantly enhance understanding of effective online teaching practices for TVET engineering educators. Preliminary results highlight the importance of integrating advanced technological tools with traditional pedagogical methods to deliver impactful learning experiences. While digital platforms enable innovative approaches to theoretical knowledge delivery, participants emphasized the necessity of incorporating practical components—such as virtual simulations and online laboratories—to bridge the gap between theory and practice. Effective online courses for TVET engineering educators require a balanced approach that combines self-directed learning opportunities with structured, interactive activities. Participants identified strategies such as the use of case studies, problem-based learning, and collaborative projects to foster active engagement and practical application of knowledge. Additionally, the findings underscore the importance of providing ongoing professional development and support for educators to adapt to evolving digital technologies and teaching methodologies. The study anticipates that the integration of blended learning models will emerge as a key recommendation, combining the flexibility of online learning with the hands-on experience essential for engineering education. Furthermore, the findings highlight the value of designing courses that accommodate the diverse professional backgrounds and learning preferences of adult learners. Although the study demonstrates methodological rigor, it recognizes several limitations, such as the relatively small yet relevant sample size for educational research and the potential bias stemming from single-researcher analysis. To mitigate the risk of inconsistencies in interpretation, an extensive thematic analysis was performed to identify key patterns and trends in the data, thereby minimizing these risks. Ultimately, this study contributes to the global discourse on improving online education for TVET engineering educators, offering valuable insights that can inform both policy and practice. By addressing the unique challenges of online TVET education, the research provides a practical framework for designing effective, impactful courses that meet the needs of educators and learners alike.

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