Learnification and the Crisis of Subjectivity in the Discourse on Vocational High School Restructuring: A Directed Qualitative Content Analysis Applying Biesta’s Theory of Educational Purposes

Key Points

• The research aims to explore the concept of learnification and its implications for subjectivity within vocational high school restructuring.
• Conducted a directed qualitative content analysis
• Applied Biesta's theory of educational purposes
• Focused on discourse related to vocational education
• Identified key themes relating to learnification and its impact on student subjectivity
• Highlighted educational purposes that affect vocational training outcomes