Grounded Theory in Vocational Education: A Conceptual Exploration to Bridge Research and Practice

Abstract

Technical and Vocational Education and Training (TVET) plays a strategic role in preparing competent and adaptive human resources. Yet, aligning vocational curricula with evolving industry demands remains an enduring challenge. This article integrates Grounded Theory (GT) and Social Exchange Theory (SET) to explore how interactional mechanisms within TVET shape employability, adaptability, and sustainable careers. Using a phenomenological grounded design with 15 construction-sector graduates in Yogyakarta, the study identifies how social reciprocity, trust, and psychological capital mediate transitions from wage employment to self-employment. GT enables the emergence of empirically grounded patterns, while SET explains the behavioral logic of exchange and motivation. Findings reveal three transformation pathways: (1) push & pull dynamics of entrepreneurial entry, (2) mobilization of social and psychological capital, and (3) digital adaptation for market access. Integrating GT and SET supports adaptive curricula, strengthens relational learning, and enhances graduates‘ resilience amid uncertainty. This conceptual empirical synthesis contributes to human-centered vocational reform aligned with Industry 4.0