In rural Kenya, significant gaps exist between industry requirements and educational delivery in VET schools. This gap is particularly pronounced in rural areas where infrastructure limitations and teacher preparation intersect with increasing demands for digitalization and work-based learning (Das, 2019; Kembo et al., 2019, Saravanakumar, 2019).

A comprehensive needs analysis conducted in Homa Bay County through industry interviews, teacher surveys (n=23) and student assessments (n=247) revealed that while 80% of companies identify both digital competencies and transversal skills as crucial, only 25% of VET teachers possess basic digital teaching skills to to teach students in line with the Competence-Based-Curriculum (KICD 2018). The strategy report (Harberts et al., 2024) particularly highlighted the need for developing both digital and transversal competencies simultaneously, with industry partners emphasizing collaborative problem-solving (80%), learning to learn (80%), and adaptability (70%) as essential skills alongside digital literacy.

This ongoing research examines how work-based learning via digital Learning and Work Tasks (LWTs) can be developed and implemented to address these identified competency gaps in resource-constrained VET settings. Building on Howe's (2017) concept of LWTs as a didactic-methodical framework, and integrating findings from the DigComp 2.2 framework and Whittemore's (2018) transversal skills research, we investigate how work-based learning can simultaneously develop multiple competencies in contexts with limited infrastructure.

The study addresses four focused research questions:

• How can digital LWTs be developed to consider industry needs in the curriculum and enhance students' digital and transversal competencies?
• What impact does the LWT development process have on teachers' own digital and pedagogical competencies?
• How effective are digital LWTs as a methodological tool for teachers to integrate digital and transversal skill development in their teaching practice?
• How does the implementation of industry-informed digital LWTs influence the development of students' digital and transversal competencies?

This research aligns with the European Union's strategic focus on VET internationalization and digital innovation while offering transferable insights for implementing work-based learning approaches in resource-constrained environments globally.
By the conference date we can already show results on the first two research questions, while research will still be ongoing with respect to the second two questions.

This study employs Design-Based Research methodology (Reinmann, 2023) to systematically investigate the development and implementation of digital Learning and Work Tasks (LWTs) in resource-constrained Vocational Education and Training (VET) environments. The Design-Based Research (DBR) framework enables a comprehensive examination of the complex relationship between pedagogical intervention and competency development while maintaining validity in the research setting. The development phase utilizes qualitative research methods to create empirically-grounded LWTs. Through structured workshops and iterative design cycles, we integrate industry-identified competency requirements from our strategy analysis involving 10 companies, combined with baseline digital competency data from 23 teachers and 247 students. Three digital LWTs, developed from Kenyan VET teachers, will undergo expert validation through a modified Delphi technique with our Advisory Board consisting of industry and pedagogues. This process ensures alignment with both pedagogical principles and workplace requirements, creating a robust framework for skills development. Implementation research is conducted across three VET schools in Homa Bay County, employing a mixed-methods design. Data collection involves systematic classroom observations using standardized protocols, semi-structured teacher interviews, as well as semi-structured student questionnaires in order to provide deeper insights into the learning experience with LWTs and resulting transversal competences. The research also leverages the DigComp framework to assess teacher and students digital competency development through pre- (already executed), mid-, and post-implementation evaluations. This multi-layered approach enables comprehensive triangulation between observed implementation practices, self-reported experiences, and measured competency gains. The analysis phase will utilize qualitative content analysis following Kuckartz's (2019) methodology to examine observational and interview data. A cross-case analysis across the three implementation sites allows for the identification of context-specific factors that influence successful LWT integration. This approach provides a nuanced understanding of how learning interventions can be effectively adapted to resource-constrained environments. The methodological approach generates both theoretical insights into the integration of digital and transversal skill development through work-based learning in the format of LWTs and practical knowledge about implementing such approaches in challenging VET contexts. The research design specifically addresses the gap between industry requirements and educational delivery identified in preliminary studies, maintaining methodological rigor through systematic data collection and analysis procedures. By focusing on the unique challenges of resource-constrained educational settings, this study aims to provide a transferable framework for developing comprehensive, industry-aligned learning approaches that simultaneously enhance digital and transversal competencies.

The research aims to contribute several key methodological innovations and implementation insights. From a methodological perspective, the study will develop an evidence-based framework for integrating digital and transversal skills in work-based learning via digital learning and work tasks (LWT). This will include comprehensive guidelines for developing LWT specifically tailored to resource-constrained environments. Additionally, the research will create assessment tools designed to measure the development of both digital and transversal competencies with precision and depth. In terms of implementation insights, the research will provide a nuanced understanding of the support needs, teachers experience during LWT implementation. It will comprehensively document adaptation strategies that can be effectively employed in resource-limited contexts, offering practical guidance for educational institutions facing infrastructural challenges. Moreover, the study will propose a possibility of competency development that is closely aligned with industry requirements and expectations. These outcomes are particularly relevant for Vocational Education and Training (VET) systems that are seeking innovative approaches to simultaneously develop digital and transversal skills through work-based learning strategies, especially in challenging infrastructural contexts. By addressing the complex intersection of skills development, technological integration, and resource constraints, the research aims to provide a robust and adaptable framework that can be applied across diverse educational and professional environments.

Harberts, V., Ng, J., & Kaune, P. (2024). Strategy report for digital transformation and work-based learning in VET-schools in Homa Bay. https://devise4ke.com/wp-content/uploads/2024/08/1705_Strategy-Report-Homa-Bay.pdf Howe, F., & Gessler, M. (2018). Lern- und Arbeitsaufgaben. In Handbuch Berufsbildungsforschung (3rd ed., Chapter 3.6.4). UTB. Reinmann, G. (2023). Reader zu Design-Based Research (DBR). https://gabi-reinmann.de/wp-content/uploads/2023/09/Reader_DBR_Sept-2023.pdf Whittemore, R. (2018). Transversal competencies essential for future proofing the workforce. Kuckartz, U. (2019). Qualitative Text Analysis: A Systematic Approach. In: Kaiser, G., Presmeg, N. (eds) Compendium for Early Career Researchers in Mathematics Education . ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-030-15636-7_8 Das, K. (2019). The role and impact of ICT in improving the quality of education: An overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6). Kembo, J., Omito, O., Ayere, M., & Ali, A. A. (2019). Teachers' computer capacity in public primary schools in Homa Bay County, Kenya: The case of the digital literacy programme. Saravanakumar, A. R. (2018). Role of ICT on enhancing quality of education. International Journal of Innovative Science and Research Technology, 3(12). Kenyan Institute of Curriculum Development. (2018). Report on competence based curriculum activities. https://kicd.ac.ke/news/presentation-on-competency-based-curriculum-activities/