Learning goal orientation as a resilience pathway: A WIL-based collaborative inquiry model in Indonesian Vocational Education

This study designs and validates a Work-Integrated Learning (WIL)-based Collaborative Teacher Inquiry (CTI) model to address persistent gaps in vocational teacher professional development (PD) in Indonesia. Through a sequential explanatory mixed-methods approach with 270 vocational teachers, we examined the relationships between Learning Goal Orientation (LGO), readiness, and systemic barriers. Quantitative results revealed that LGO significantly predicts CTI readiness (β = .317, p < .001) and WIL readiness (β = .237, p = .024). Counterintuitively, barriers positively predicted both readiness outcomes (β = .708–.758), a finding interpreted through Activity Theory (AT) as heightened awareness of systemic contradictions among engaged teachers. Gender showed a small, non-significant direct association with CTI readiness (β = −.066, p = .190), although it was positively associated with barrier perceptions. Qualitative findings highlighted strong teacher motivation for collaboration despite time, facility, and bureaucratic constraints. Integrating Self-Determination Theory (SDT) and AT, this study positions LGO as a resilience mechanism in resource-constrained contexts and offers a validated framework for fostering equity-sensitive, industry-aligned professional learning communities (PLCs), with implications for vocational education systems facing similar school-to-work transition challenges.