Challenges, teaching practices, and opportunities in orthographic projection: A qualitative study in indonesian TVET

Engineering drawing is fundamental to technical and vocational education and training (TVET), yet many students struggle with orthographic projection as a foundational skill. Despite ongoing efforts in vocational education reform, limited attention has been given to how orthographic projection is taught and experienced in classroom practice. This study investigates the challenges students face, current teaching practices, and perceived opportunities for improving engineering drawing instruction in Indonesian vocational high schools. Using a qualitative design, data were collected through semi-structured interviews with ten students and five teachers. Reflexive thematic analysis revealed consistent patterns of student difficulties in spatial visualization, understanding projection methods, drawing accuracy, and the use of computer-aided design (CAD). Teaching practices were found to rely primarily on paper-based instruction and manual sketching, with limited integration of digital tools. Participants identified several potential strategies, including expanded CAD practice, the use of 3D-printed models, industry-linked projects, and immersive tools such as augmented and virtual reality. These strategies were described as helpful for supporting visualization and engagement in learning. These findings reflect participants’ perceptions of instructional needs rather than demonstrated effectiveness. The study contributes context-specific qualitative insights into learning bottlenecks and instructional practices in Indonesian TVET. It offers context-sensitive, tentative implications for instructional design and future research in vocational engineering drawing education.