Navigating the Technical-Vocational Gap: A Qualitative Case Study of Work Immersion Challenges in Electrical Installation and Maintenance in Surigao del Sur

Abstract

The transition from school-based laboratories to industrial workplace environments remains a critical phase in the technical-vocational-livelihood (TVL) curriculum. This study evaluated the work immersion process of Grade 12 Electrical Installation and Maintenance (EIM) students in Surigao del Sur, Philippines, by identifying the challenges encountered by both learners and industry partners. Employing a qualitative case study design, semi-structured interviews were conducted with twenty (20) students and thirteen (13) industry mentors. Data were analyzed using thematic analysis to identify recurring patterns and divergent perspectives. Findings revealed five primary challenges: technical-pedagogical disparity stemming from unfamiliarity with equipment; difficulties in socio-professional transition and workplace acculturation; instructional misalignment caused by rapid communication; temporal constraints due to insufficient immersion duration; and a mentorship-workload paradox among industrial staff. A notable divergence was observed where students emphasized a need for extended practice to achieve technical confidence, while industry partners prioritized professional adaptability and communicative initiative. The study concludes that the efficacy of work immersion is shaped not only by the student’s technical aptitude but also by the instructional synchronization between academic institutions and industry providers. These findings emphasize the need for context-aware teaching practices, toolset alignment, and structured mentorship frameworks to ensure the development of industry-ready TVL graduates.