Human-Technology Interactions in Vocational Training: Insights from Italian Craft and Industrial Education

Abstract

Although “Made in Italy” craftsmanship remains economically and symbolically central, vocational careers are undervalued and poorly understood by adolescents. This paper reports an observational study in a vocational–technical institute in Italy’s footwear district, at the intersection of vocational education, human–technology interaction, and the future of work. A 31-item questionnaire was administered to third- and fourth-year students in technical and vocational tracks to examine how they perceive craft professions, the local footwear industry, and their own career futures, with subgroup comparisons by gender, track, and year. Results show strong enthusiasm for craftsmanship and innovation but patchy knowledge of local firms, persistent stereotypes, and unequal access to internships and company visits. Perceived barriers, including low wages, unclear job roles, and limited family dialogue, contribute to uncertainty about craft-related pathways. The paper offers (i) an empirical characterization of students’ perceptions in a key manufacturing district, (ii) a workflow that combines conventional statistics with large language model–assisted survey analysis, and (iii) design implications for technology-mediated vocational guidance, highlighting how virtual reality experiences and AI-driven recommendation systems can make vocational opportunities more visible, equitable, and better aligned with regional industry needs.

Keywords: Vocational education and training, Career guidance, Digital sustainability, Craft professions, Footwear industry

DOI: 10.54941/ahfe1007202