What question did this study set out to answer?

To investigate how the transition to online CTE instruction during the COVID-19 pandemic influenced student engagement and program value.

January 18, 2026

CTE Students Through the COVID‐19 Era: Understanding Program Value and Key Lessons Learned

Key Points

To investigate how the transition to online CTE instruction during the COVID-19 pandemic influenced student engagement and program value.
Analyzed Community College Survey of Student Engagement (CCSSE) data across pre- and post-pandemic periods.
Examined changes in course delivery modes from in-person to online.
Compared student engagement metrics from traditional and online settings.
There was a notable increase in the number of online CTE courses offered.
Students reported varying levels of engagement between online and in-person courses during the pandemic.
Findings suggest the necessity of adapting CTE models for future challenges.

Abstract

ABSTRACT Career and technical education (CTE) has long emphasized intensive, hands‐on learning experiences. Although other academic areas have increasingly adopted online and hybrid formats, CTE instruction has traditionally relied upon in‐person, laboratory‐based environments. However, state and institutional policy responses to the COVID‐19 pandemic forced many CTE programs to limit campus access, with some transitioning entirely online. This significant shift created an opportunity to examine how different modes of course delivery affected students by analyzing Community College Survey of Student Engagement (CCSSE) data from the years immediately preceding and following the pandemic. Among the key findings is a continued increase in the prevalence of online CTE courses.

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Cite This Study

Fincher et al. (Thu,) studied this question.

synapsesocial.com/papers/696c772aeb60fb80d13956ca https://doi.org/https://doi.org/10.1002/cc.70029

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