Authentic Workplace Learning in Technology-Enhanced Vocational Education: Examining Situated Learning Principles in Industrial English Training

Authentic Workplace Learning in Technology-Enhanced Vocational Education: Examining Situated Learning Principles in Industrial English Training | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Authentic Workplace Learning in Technology-Enhanced Vocational Education: Examining Situated Learning Principles in Industrial English Training Mohammad Mohammad This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8817222/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Situated Learning theory emphasises authentic workplace contexts as fundamental to effective vocational education, yet technology-enhanced learning environments present unique challenges in achieving genuine authenticity. This qualitative study examines how Legitimate Peripheral Participation and Communities of Practice principles manifest within a blended learning programme for vocational English in Saudi Arabia’s oil and gas industry. Drawing on interviews and focus groups with 36 participants—students, teachers, trainees, and trainers—the research reveals critical gaps between academic language instruction and industry-specific workplace communication demands. Findings demonstrate that while learners progressed from peripheral to more central participation roles, authentic workplace preparation remained constrained by misalignment between general business vocabulary and technical terminology required in specialised industrial contexts. The study introduces the concept of ‘simulated authenticity’ to describe technology-mediated learning experiences that approximate but cannot fully replicate workplace complexity. Results indicate that technology enabled valuable preparatory participation in workplace-like scenarios, yet over-reliance on automated assistance sometimes undermined authentic skill development. These findings extend Situated Learning theory by illuminating how digital mediation creates alternative pathways for workplace preparation while simultaneously highlighting authenticity limitations. The research offers practical implications for designing vocational programmes that strategically combine technology-mediated preparation with authentic workplace engagement, creating gradual pathways from simulated to genuine professional participation. Situated Learning Legitimate Peripheral Participation vocational education authentic learning workplace learning blended learning 1. Introduction Vocational education confronts a persistent challenge: how can educational institutions prepare learners for authentic workplace participation when formal instruction necessarily occurs in contexts distinct from actual professional environments (Billett, 2011 ; Fuller & Unwin, 2003 )? This question becomes particularly acute in technology-enhanced vocational training, where digital tools promise expanded access to learning resources while simultaneously introducing additional layers of mediation between learners and the professional practices they must master (Tynjälä, 2013 ). Situated Learning theory, as articulated by Lave and Wenger ( 1991 ), provides a powerful framework for examining this challenge by emphasising that learning occurs most effectively through participation in authentic contexts and communities of practice that mirror the settings where knowledge will ultimately be applied. The tension between educational convenience and workplace authenticity manifests with particular clarity in vocational language training, where communication competencies serve immediate professional purposes rather than general academic development (Basturkmen, 2006 ; Hyland, 2007 ). In sectors such as oil and gas operations, where precise technical communication directly influences safety and operational effectiveness (Zara et al., 2023 ), the alignment between educational preparation and workplace demands becomes critically important. Yet research examining how Situated Learning principles operate within technology-enhanced vocational language education remains surprisingly limited (Dobricki et al., 2020 ; Zeng & Della, 2024 ), particularly in industrial training contexts where communication serves highly specialised professional functions. This gap proves particularly significant given the rapid expansion of blended learning approaches in vocational education globally. Recent systematic reviews confirm blended learning’s growing prominence in vocational education while highlighting persistent challenges regarding student engagement and pedagogical adaptation (Song & Lai, 2025 ). VET teachers face unique challenges implementing blended learning given vocational students’ distinct learning needs and preferences (Cui et al., 2025 ). Research demonstrates substantial growth in technology-enhanced vocational education across diverse international contexts, with blended learning adoption accelerating particularly following the COVID-19 pandemic’s disruption of traditional training delivery (Rasheed et al., 2020 ). Garrison and Kanuka ( 2004 ) argue that blended learning’s transformative potential lies not merely in combining modalities but in fundamentally reconceptualising how different learning contexts support distinct cognitive and social processes. Educational institutions increasingly adopt hybrid models combining face-to-face instruction with digital learning platforms (Rasheed et al., 2020 ), often driven by assumptions that technology naturally enhances educational effectiveness (Selwyn, 2016). However, such assumptions warrant critical examination (Bates, 2015 ; Selwyn, 2016), particularly regarding whether technological mediation supports or undermines the authentic workplace preparation central to vocational education’s purposes. Understanding how technology influences Situated Learning constructs requires empirical investigation within actual vocational training environments (Dobricki et al., 2020 ). This study addresses this gap by examining vocational English training within Saudi Arabia’s oil and gas industry, where apprentice trainees participate in a blended learning programme combining classroom instruction with self-directed digital study before transitioning to technical skills training in simulated workplace environments. This context offers unique opportunities for investigating how Legitimate Peripheral Participation unfolds across educational and vocational settings, how Communities of Practice form within technology-mediated environments, and how authenticity limitations influence skill transfer to professional contexts. The research makes three primary contributions to vocational education theory and practice. First, it extends Situated Learning theory by examining how digital technologies influence Legitimate Peripheral Participation and communities of practice formation, introducing the concept of ‘simulated authenticity’ to describe technology-mediated learning experiences that approximate workplace participation without fully replicating its complexity. Second, it illuminates specific mechanisms through which misalignment between academic preparation and industry-specific demands creates barriers to authentic workplace participation, revealing how general business vocabulary inadequately prepares learners for the specialised technical communication required in their professional roles. Third, it provides practical guidance for designing vocational programmes that strategically combine technology-mediated preparation with authentic workplace engagement, creating gradual pathways from simulated to genuine professional participation. These contributions address both theoretical gaps in Situated Learning literature and practical needs of vocational educators grappling with technology integration decisions. The research responds to calls for empirical investigation of how digital mediation influences workplace preparation in vocational contexts, while providing actionable guidance for curriculum designers, institutional leaders, and industry partners seeking to enhance the authenticity and effectiveness of technology-enhanced vocational programmes. 2. Situated Learning in Vocational Education Situated Learning theory emerged from Lave and Wenger’s ( 1991 ) ethnographic research into apprenticeship, challenging traditional cognitive views by arguing that learning is fundamentally a process of participation in communities of practice rather than individual knowledge acquisition. Billett ( 2011 ) extends this perspective within vocational education specifically, arguing that workplace learning represents a distinct educational domain requiring theoretical frameworks attuned to the interplay between individual agency and workplace affordances. Learning, from this perspective, occurs through engagement in authentic activities within social contexts that reflect how knowledge will ultimately be applied, with newcomers gradually moving from peripheral to more central participation through mentorship, observation, and increasing responsibility. 2.1 Legitimate Peripheral Participation and Identity Development Legitimate Peripheral Participation describes how newcomers to professional communities gradually develop competence and identity through engagement in authentic tasks (Lave & Wenger, 1991 ). The concept encompasses three essential elements: legitimacy refers to newcomers’ recognised status as community members despite limited expertise; peripherality describes initial participation in less complex tasks that nonetheless connect meaningfully to core professional practices; and participation emphasises active engagement rather than passive observation. Henning ( 2004 ) argues that this progression involves identity transformation as learners develop not only skills but professional identities through increasing involvement in community practices. In vocational education contexts, Legitimate Peripheral Participation provides criteria for evaluating whether educational experiences successfully prepare learners for workplace participation. Critical questions emerge: Do educational activities connect meaningfully to professional practices or remain disconnected academic exercises? Do learners progressively assume greater responsibility and complexity in their tasks? Do they develop not just technical competencies but professional identities aligned with their target vocations? These questions highlight tensions inherent in formal education settings, where achieving genuine workplace authenticity proves challenging despite its theoretical importance (Billett, 2011 ; Fuller & Unwin, 2003 ). Educational institutions operate according to academic logic— controlled environments, standardised curricula, assessment schedules—that differs fundamentally from workplace logic characterised by production pressures, client demands, safety requirements, and operational contingencies (Billett, 2011 ). This structural mismatch creates what might be termed an ‘authenticity gap’, wherein educational approximations of professional practice necessarily fall short of genuine workplace participation (Fuller & Unwin, 2003 ). This raises critical questions about how effectively classroom-based peripheral participation prepares learners for authentic workplace peripheral participation, particularly when technological mediation introduces additional distance from actual professional practice. 2.2 Communities of Practice in Vocational Learning Communities of Practice, as conceptualised by Wenger ( 1998 ), are characterised by mutual engagement in shared activities, joint enterprise towards common goals, and shared repertoires of resources including language, routines, and artefacts. Learning occurs through participation in these communities as newcomers gradually adopt established practices, contribute new perspectives, and develop shared understanding through collaborative problem-solving. Wenger-Trayner et al. ( 2014 ) later expanded the concept to ‘landscapes of practice’, recognising that professional learning often occurs across multiple interconnected communities rather than within single bounded groups. This broader perspective acknowledges the complex, multi-community nature of contemporary professional environments wherein practitioners navigate between diverse communities—discipline-specific, organisational, project-based, professional networks—each contributing differently to their professional development. For vocational learners, this suggests that preparation requires developing capabilities for participating across multiple professional communities throughout their careers. Recent research demonstrates that effective vocational learning requires careful coordination between school and workplace environments, with educators actively linking learning contents across different contexts (Löfgren et al., 2023 ). Fuller ( 2013 ) offers important critiques of romanticised views of Communities of Practice, noting that professional communities often involve conflicts, power dynamics, and contradictions rather than harmonious collaboration. She argues that the term ‘community’ implies shared interests and cooperative relationships that may obscure the hierarchies, competitions, and tensions characterising actual workplaces. Even newcomers may possess expertise in areas where established members lack proficiency—for instance, regarding new technologies—creating complex dynamics wherein peripheral and full participants mutually influence one another. Technology introduces additional complexity to Communities of Practice formation. Digital communication tools enable new forms of community participation extending beyond physical co-presence, creating distributed communities wherein members collaborate across temporal and spatial distances (Dubé et al., 2006 ; Wenger et al., 2009 ). Yet questions arise regarding whether technology-mediated interaction can support the relational depth, tacit knowledge sharing, and contextual richness characterising effective professional communities (Johnson, 2001 ). Can genuine Communities of Practice form primarily through digital interaction, or does authentic professional socialisation require sustained face-to-face engagement? Workplace guidance in VET contexts operates through collective community practices rather than individual mentorship alone (Mikkonen et al., 2017 ). 2.3 Authenticity as Foundation for Vocational Learning Authentic learning, a cornerstone of Situated Learning, emphasises real-world tasks and materials reflecting professional communities’ ordinary practices (Herrington & Oliver, 2000 ). Brown et al. ( 1989 ) argued that knowledge is inseparably situated in the physical and social contexts of its acquisition and use, suggesting that decontextualised classroom learning inadequately prepares learners for professional application. Authenticity in vocational education thus requires not only realistic tasks but faithful reproduction of the social, cultural, and material conditions characterising actual workplace practice. Critics challenge extreme authenticity claims, however. Anderson et al. ( 1996 ) argue that not all skills require complex social contexts for effective development, suggesting that breaking tasks into manageable components can enhance learning efficiency for novices. They advocate for authentic problems rather than fully authentic contexts, recognising that educational settings can never perfectly replicate workplace complexity. This tension between authenticity ideals and educational pragmatism remains unresolved in vocational education literature (Gulikers et al., 2004 ), particularly regarding technology-enhanced learning where digital mediation introduces additional distance from actual workplace practice (Dobricki et al., 2020 ). Authenticity in vocational education operates across multiple dimensions that extend beyond mere task realism. Scholars have identified multiple dimensions through which authenticity can be evaluated in educational contexts (Gulikers et al., 2004 ). Authentic vocational assessment requires alignment across multiple stakeholder perspectives—students, teachers, and workplace representatives—each contributing distinct insights into workplace preparation requirements (Villarroel et al., 2024 ). Task authenticity addresses whether activities mirror actual workplace tasks in their structure and requirements. Contextual authenticity examines whether the social, cultural, and material conditions reflect professional settings, including time pressures, hierarchical relationships, and resource constraints. Consequential authenticity considers whether outcomes carry genuine professional significance rather than just academic assessment. Gulikers et al. ( 2004 ) emphasise that these dimensions interact dynamically, with high authenticity in one potentially compensating for limitations in others. Douglas ( 2010 ) extends authenticity considerations to language assessment in specific purposes contexts, arguing that test tasks must reflect not just linguistic features but the situational and interactional authenticity characterising target language use domains. While these dimensions interact dynamically and may partially compensate for one another, achieving balanced authenticity across all dimensions remains difficult within formal educational constraints. 2.4 Vocational Language Learning and Workplace Preparation Vocational language education is commonly theorised within the framework of English for Specific Purposes (ESP), as both emphasise the development of language competencies aligned with the communicative demands of specific professional domains. Hyland ( 2007 ) demonstrates that effective ESP instruction requires detailed understanding of target discourse communities’ genre conventions, rhetorical strategies, and discipline-specific linguistic features. ESP instruction aims to develop specialised workplace linguistic registers enabling learners to transition seamlessly into professional contexts where English operates as the medium of communication (Basturkmen, 2024 ). Unlike general academic language instruction focusing on broad literacy development, vocational language programmes target the specific registers, genres, and communicative functions learners will encounter in their professional roles (Dudley-Evans & St John, 1998 ; Hyland, 2007 ). This specificity creates both opportunities and challenges (Basturkmen, 2006 ): while targeted instruction potentially achieves high relevance to workplace demands, it simultaneously requires detailed understanding of those demands and risks, becoming overly narrow if workplace communication proves more varied than anticipated. The tension between specificity and transferability proves particularly acute in industrial sectors like oil and gas operations, where technical terminology varies across specialisations whereas core communication competencies—clarity, precision, professional tone—remain constant. These challenges underscore the difficulty of designing vocational language curricula that balance specialised workplace relevance with transferable communication competence, particularly in technically complex industrial contexts. Dudley-Evans and St John ( 1998 ) identify needs analysis as ESP’s defining characteristic, emphasising that effective vocational language programmes must be grounded in systematic investigation of learners’ target professional communication requirements rather than generic language competencies. Research consistently identifies gaps between academic language preparation and workplace communication requirements, with graduates often requiring substantial on-the-job language development despite completing vocational programmes (Basturkmen, 2006 ; Evans, 2010 ). The integration of digital communication platforms into workplace practices has intensified the gap between traditional ESP curricula and contemporary professional communication requirements (Zeng & Della, 2024 ). These gaps arise from multiple sources: academic instruction may emphasise written over oral communication despite workplace prioritising spoken interaction; formal instruction may focus on standard terminology while workplaces employ specialised jargon; classroom exercises may stress grammatical accuracy although workplace communication prioritises functional effectiveness and speed (Basturkmen, 2006 ; Jackson, 2005 ). Additionally, the social and cultural dimensions of workplace communication—navigating hierarchies, managing face-saving, demonstrating professional identity—receive limited attention in language classrooms focused on linguistic competence (Holmes & Riddiford, 2010 ; Zhu, 2014 ). Understanding how educational preparation successfully or unsuccessfully transfers to workplace communication requires examining learners’ trajectories across educational and professional contexts. 2.5 Technology-Enhanced Vocational Learning Digital technologies offer expanding possibilities for situating vocational learning by coupling educational activities with authentic workplace examples (Dobricki et al., 2020 ). Immersive technologies enable authentic workplace simulations otherwise unavailable in educational settings, though effectiveness depends critically on how closely virtual environments replicate actual professional contexts (Kablitz et al., 2023 ). Technology-enhanced learning in vocational contexts therefore presents paradoxical possibilities: digital tools can either bridge or widen gaps between educational activities and workplace practices. Research examining how Situated Learning principles operate within technology-enhanced vocational education remains limited, particularly regarding how digital tools influence Legitimate Peripheral Participation trajectories and Communities of Practice formation. Existing studies focus primarily on technology’s effectiveness for skill development rather than examining how digital mediation influences authenticity, participation patterns, and workplace preparation (Billett, 2011 ; Dobricki et al., 2020 ). This gap proves particularly significant in industrial vocational training, where communication serves highly specialised purposes and workplace practices carry safety implications. Understanding how technology either supports or undermines authentic workplace preparation requires examining specific mechanisms through which digital tools mediate learning experiences, shape participation in professional communities, and influence skill transfer to actual professional contexts. This study examines these theoretical tensions within a specific organisational and pedagogical context in Saudi Arabia’s oil and gas sector. 3. Methodology 3.1 Research Design and Context This qualitative case study examined vocational English training within an oil and gas company's industrial training department in Saudi Arabia. The programme serves apprentice trainees enrolled in one-to-two-year programmes beginning with academic coursework—including English language training—before transitioning to specialised technical skills training in workshops designed to simulate workplace environments. This structure provides unique opportunities for examining skill transfer between educational and vocational contexts, as technical trainers who observe graduates’ communication competencies can comment on how effectively academic preparation supports subsequent workplace learning. The English language programme employs a blended learning model combining face-to-face classroom instruction with self-directed online study. This configuration aligns with Graham’s ( 2006 ) enabling blend model, wherein technology extends learning opportunities while maintaining face-to-face instruction as the primary pedagogical foundation. Academic teachers guide classroom activities emphasising oral communication, collaborative tasks, and functional workplace language, whereas digital platforms (primarily Blackboard) provide vocabulary practice, writing exercises, and supplementary resources for independent study. Curriculum content addresses general business English alongside industry-specific terminology relevant to oil and gas operations, with learning activities incorporating workplace scenarios such as safety briefings, technical reports, and professional correspondence. 3.2 Participants and Data Collection Data collection involved 36 participants across four stakeholder groups representing different positions within the vocational learning trajectory: 14 current students engaged in the English programme, 7 English teachers delivering blended instruction, 8 trainees who had completed English training and were engaged in technical skills courses, and 7 technical trainers who taught graduates of the English programme in vocational workshops. This multi-stakeholder design enabled examination of Legitimate Peripheral Participation across educational phases while capturing perspectives on authenticity, skill transfer, and workplace preparation from multiple vantage points. Semi-structured interviews with teachers and trainers explored their observations regarding learner progression, authenticity of learning activities, and alignment between academic preparation and workplace demands. Focus groups with students and trainees examined their experiences of participation in learning communities, perceptions of authenticity in educational activities, and reflections on skill transfer between contexts. All data collection occurred between December 2024 and March 2025, with interviews and focus groups conducted in English and lasting 45–75 minutes. Transcripts underwent reflexive thematic analysis (Braun & Clarke, 2021 ), with Situated Learning principles guiding analytical attention while remaining open to emergent themes. Data analysis involved iterative engagement with transcripts, moving between inductive identification of participant-generated themes and deductive application of Situated Learning theoretical constructs. Initial coding captured participants’ own terminology and concepts, preserving their perspectives while attending to patterns across stakeholder groups. Subsequent analytical phases examined how these emergent themes aligned with or diverged from theoretical expectations regarding Legitimate Peripheral Participation, Communities of Practice, and authenticity. This iterative process enabled findings that remained grounded in participants’ experiences while contributing to theoretical development, balancing empirical discovery with theoretical elaboration as reflexive thematic analysis recommends (Braun & Clarke, 2019, 2021 ). The research received ethical approval from the relevant institutional research ethics committee. All participants provided informed consent after receiving detailed information about the study’s purposes, their rights to withdraw, and confidentiality protections. Pseudonyms are used throughout to protect participant anonymity. 4. Findings 4.1 Legitimate Peripheral Participation: Progression and Constraints Evidence of Legitimate Peripheral Participation emerged as trainees described their progression from structured classroom activities to increasingly complex workplace communication tasks. Trainee 3 reflected on this development: “The improvement that [academic] training provided me… is it mainly gave me confidence to speak English... it helped me to become professional.” This transformation from hesitant classroom participant to confident workplace communicator illustrates identity development through increasing participation, aligning with Lave and Wenger’s ( 1991 ) conception of learning as identity transformation through community engagement. Oral communication skills demonstrated clearest progression trajectories. Trainees reported that structured classroom speaking activities—presentations, discussions, collaborative problem-solving—prepared them for workplace interactions requiring similar communicative functions. Trainee 5 noted: One area that helped us when we were taking the English programme was delivering a very quick and easy to understand safety message… because when we are talking about job skills… about how we should deliver the safety message, we know how to get ready. This transfer of communication competencies from educational to vocational contexts suggests that when classroom activities authentically mirror workplace demands, Legitimate Peripheral Participation can successfully bridge academic and professional settings. This transfer proved particularly evident in presentation skills, where classroom preparation directly supported workplace performance. Trainer 7 elaborated: We have safety meetings whereby a safety message has to be delivered by the trainees themselves... once a week… one of them is given the opportunity to prepare a presentation, then he will… present to the rest of the class. These structured activities developed not merely linguistic competence but professional confidence and presentation skills transferable to workplace contexts. The progression from guided classroom practice to independent workplace performance exemplifies successful Legitimate Peripheral Participation, with educational activities genuinely preparing learners for professional responsibilities. However, this success in oral communication contrasted sharply with written communication and vocabulary acquisition, where transfer proved more problematic. While spoken interaction allowed for immediate clarification and contextual adjustment, written communication and technical terminology required precision that classroom preparation inadequately developed. However, significant constraints limited authentic workplace preparation, particularly regarding technical vocabulary. Trainers consistently reported gaps between the general business terminology taught in English classes and the specialised technical language required in their workshops. Trainer 2 observed: “While some [trainees] might recognise basic terms such as ‘crane’, they often struggle with more complex terms such as ‘load capacity’ or ‘centre of gravity ’ .” Teacher 2 acknowledged this misalignment: “Vocabulary focuses more on administrative terms rather than the target language students will use in their specific work environment.” These gaps reveal fundamental tensions between standardised academic curricula and the contextually specific language demands of diverse technical specialisations within a single industrial sector. The disconnect between academic and technical vocabulary manifested in learners’ transition experiences. Trainee 6’s observation—“lots of words we didn’t know about”—understates the challenge. The reliance on external tools (ChatGPT) to resolve confusion highlights both the availability of technological assistance and the inadequacy of classroom preparation for independent workplace communication. Such dependencies raise questions about whether learners develop authentic competence or just strategies for accessing technological support. Trainees experienced this disconnect acutely when transitioning to technical training. Trainee 6 explained: “It was more of a communication type, so when we come here and we take our job skills classes, there are lots of words we didn’t know about.” Student 14 described confusion arising from decontextualised vocabulary teaching: The word ‘plant’… when we heard it in class, I thought that it was a… flower, or this green thing. But then [the trainer] said that we are going to the plant… I didn’t ask. I went to ChatGPT and I got the right meaning, which means a factory. Such examples highlight how vocabulary instruction disconnected from authentic professional contexts creates barriers to peripheral participation in workplace communities, as learners lack the specialised language required for meaningful engagement in technical practices. 4.2 Communities of Practice: Formation and Fragmentation Multiple Communities of Practice emerged within the blended learning environment, taking diverse forms from formal classroom groupings to informal digital networks. Formal communities centred on classroom activities where structured collaboration supported knowledge construction through peer interaction. Student 8 described how collaborative study sessions facilitated shared understanding: “Sometimes we have a milestone, which is the test or quiz. So, I talk with my colleagues to… meet and… study together… we share our thoughts about the functions.” These classroom communities provided spaces for negotiating meaning, practising workplace communication, and developing shared understanding through collaborative engagement. Informal communities extended beyond scheduled instruction through digital platforms, particularly WhatsApp groups where learners shared resources, discussed assignments, and provided peer support. Student 13 noted: “We have [a] WhatsApp group… if we have feedback on [an] email, we share it with friends.” These technology-mediated communities enabled knowledge sharing across temporal and spatial boundaries, supporting learning outside formal educational contexts. However, the affordances of digital communities differed markedly from classroom interactions. While WhatsApp groups enabled knowledge sharing beyond scheduled class hours, digital interaction lacked the immediate, multi-modal feedback characterising face-to-face engagement. Student 7 articulated this distinction: When you are sitting with someone face-to-face, it’s easy to interrupt people politely... But if you are sitting in an online class, can you tell when he’s going to end? You can’t... can you follow with the topic that he’s going with? You can’t. Nonverbal cues, tone of voice, and immediate clarification—all central to rich communication—diminished in text-based digital exchange. Consequently, while digital communities supplemented classroom interaction valuably, they appeared qualitatively distinct from, rather than equivalent to, face-to-face Communities of Practice. Critically, however, educational Communities of Practice remained largely disconnected from actual workplace communities. While classroom activities simulated workplace scenarios—safety briefings, technical reports, professional correspondence—participants noted difficulties in replicating the complexity and contextual richness of real professional interactions. Student 10 explained: “For us as students, we didn’t get the chance to work and experience how it is. So, we’d have to go and research fields related to oil and gas to develop our emails.” Teacher 2 acknowledged this limitation, noting that “the content focuses on general target language used for emails and responding to enquires rather than job specific scenarios for example on a gas plant or rig.” These limitations highlight the practical challenges of creating fully authentic learning environments, raising questions about whether classroom Communities of Practice effectively prepare learners for peripheral participation in authentic workplace communities or only socialise them into academic simulation of professional practice. The gap between educational and professional communities proved most evident in trainees’ transition experiences. While classroom activities simulated workplace scenarios, trainees consistently noted differences between educational approximations and authentic professional communication. Trainee 6 explained: When we come here and we take our job skills classes, there are lots of words we didn’t know about, we’d never heard of... I think the technical English only prepares the admin clerks. It doesn’t prepare people coming to job skills. Educational communities, regardless of how well-designed, operate according to academic logic prioritising learning over production, where mistakes serve as learning opportunities rather than operational failures, and assessment replaces authentic professional consequences. This structural difference is particularly significant in high-risk oil and gas environments, where clear and precise communication proves critical. Teacher 5 confirmed this limitation: “I've got trainees in level six, the last level, and they’re like, I have no idea what I do at my job, or what I’m expected to do, or what vocabulary I need to know.” These differences raise questions about whether participation in educational communities genuinely prepares learners for peripheral participation in workplace communities. 4.3 Authenticity and Its Limitations Authenticity emerged as a critical factor influencing engagement and learning effectiveness. Workplace-relevant scenarios generated substantially higher learner engagement than generic language exercises. Teacher 7 described designing functional language activities: For example, looking at a function for requesting a vacation… they’ll have to go home and figure out what kind of languages they need to learn, like asking, giving… Let’s ask our manager if you can take a vacation this summer… Let’s apply the language we learned now. Such activities connected classroom learning to anticipated professional situations, increasing relevance and motivation. Technology enabled certain forms of authentic practice otherwise unavailable in educational settings. Simulation tools provided immersive experiences approximating workplace scenarios. Trainer 1 explained: “They access the lessons multiple times and improve comprehension with audio visual learning experience.” Interactive digital resources enabled learners to explore technical terminology, practise communication tasks repeatedly, and receive immediate automated feedback—affordances supporting independent skill development. Specific technologies demonstrated varying capacities for supporting authentic preparation. The Blended Learning model emphasised workplace-relevant communication through authentic scenarios and industry-standard formats. Participants practised professional email writing using realistic workplace contexts. Student 13 explained: I learned how to write an email, for example, to my supervisor, requesting to conduct the monthly inspection... Also, we have emails that talk about the project...when we give our supervisor follow-up, or what we have done with the project. Student 11 elaborated: “Many examples, like purchasing equipment or ordering it from a vendor, or replacing damaged equipment. Also, if you need to report to your supervisor an accident that happened to a colleague, or a machine that broke down.” This contextual authenticity—focusing on realistic workplace scenarios and professional correspondence formats—enabled learners to develop familiarity with professional communication conventions, reducing transition challenges when entering actual workplace environments. Conversely, educational platforms lacking workplace equivalents created competencies that required translation rather than direct transfer to professional contexts. Moreover, technology sometimes undermined authentic skill development through over-reliance on automated assistance. Students reported depending on grammar checkers and AI writing tools rather than developing independent communication competencies. Trainee 2 admitted: “I have a lot of typos, and I think due to autocorrect online; I rely on my phone to type for me.” This dependency created skills that appeared competent in technology-supported educational contexts but proved inadequate when automated assistance became unavailable in actual workplace settings, highlighting how technological scaffolding can paradoxically impede authentic skill development when learners fail to develop independent capabilities. The dependency on automated assistance extended beyond individual assignments to shape learners’ approaches to language development more broadly. Rather than viewing technology as temporary scaffolding supporting independent skill development, some learners treated it as permanent prosthetic enabling task completion without underlying competence development. Teacher 7 observed that completion times had dropped dramatically: “They take about two minutes to complete an email… I know it does take about 30 minutes for a student to write an email… Now it takes them less than five minutes… It’s because of ChatGPT.” This raised concerns about authentic learning, as Teacher 7 noted: “This has kind of destroyed the whole essence of… writing for yourself, from your own mind, from your own wisdom.” This pattern suggests that technological scaffolding, while valuable for supporting learning, can paradoxically impede authentic skill development when learners fail to transition from supported performance to independent competence. The challenge lies not in technology itself but in how learners and educators position it within the learning process. 4.4 Technology’s Dual Role in Skill Development Technology integration revealed paradoxical effects on skill development, simultaneously enabling learning opportunities while creating potential barriers to authentic competence. Digital platforms provided repeated practice opportunities, immediate automated feedback, and flexible access to materials unavailable in purely classroom-based instruction. Student 10 valued this efficiency: It’s more efficient than asking other people to help… When I ask my teacher about my email… it would take him maybe five minutes to find all the mistakes… But if I gave the email to an AI… it would immediately find the mistakes. This immediacy enabled rapid iteration and self-correction, supporting independent learning processes. Interactive vocabulary applications, grammar checkers, and AI writing assistants offered forms of individualised support difficult to replicate through human instruction alone, particularly for large classes with diverse proficiency levels. However, these technological affordances carried costs. Automated feedback, though immediate, lacked the contextual sensitivity and pedagogical judgement characterising human feedback. AI tools might correct grammatical errors while approving functionally inappropriate communication, creating technically accurate but professionally ineffective outputs. Additionally, the ease of technological assistance sometimes discouraged the cognitive effort underlying authentic learning. Trainee 3 explained: “Most of us learned English through engaging with media like in our phones or tablets or on computers where we had reliance on how to correct, so we weren’t familiar with how words are spelled.” This reliance created competence that appeared adequate in technology-rich educational environments but proved inadequate when automated assistance became unavailable in certain workplace contexts. The challenge lay in leveraging technology's benefits while ensuring learners developed independent capabilities transferable beyond technologically supported environments. 5. Discussion 5.1 Simulated Authenticity in Technology-Enhanced Vocational Learning These findings reveal a phenomenon requiring theoretical attention: technology-mediated learning experiences in vocational education often achieve what might be termed ‘simulated authenticity’—learning activities that approximate workplace practices whilst navigating the inherent challenges of replicating professional complexity, contextual richness, and consequential dimensions within educational settings. Building upon Herrington and Oliver’s ( 2000 ) principles for authentic learning environments and Gulikers et al.’s ( 2004 ) five-dimensional framework for authentic assessment, this study proposes that simulated authenticity exists along three interrelated dimensions: task authenticity (how closely activities mirror actual workplace tasks), contextual authenticity (whether social, cultural, and material conditions reflect professional settings), and consequential authenticity (whether outcomes carry genuine professional significance rather than merely academic assessment). While Gulikers et al. ( 2004 ) identified five dimensions of authentic assessment (task, physical context, social context, result or form, and criteria), this study reconceptualises these into three dimensions more directly applicable to technology-mediated vocational learning: task authenticity integrates Gulikers’ task dimension; contextual authenticity combines their physical and social context dimensions; and consequential authenticity represents a novel dimension addressing whether outcomes carry genuine professional significance beyond academic evaluation. The vocational English programme examined here demonstrated high task authenticity in certain domains—safety briefings, technical reports, professional correspondence—while revealing varying degrees of contextual and consequential authenticity across different skill areas. Trainers confirmed that graduates demonstrated strong oral communication competencies, with one trainer noting they were “well equipped, well prepared” and another observing “huge improvement in communication skills” compared to previous cohorts. Trainees reported smooth transitions into technical training, with enhanced confidence in professional interactions. However, participants identified specific areas where contextual elements required enhancement, particularly regarding specialised technical vocabulary alignment with job-specific terminology. As one trainer noted, while trainees “can utter the words, they know the meaning,” some struggled with discipline-specific technical jargon encountered in workplace contexts. This pattern suggests that while the programme successfully developed foundational communication competencies and workplace-relevant language functions, opportunities existed for deeper integration of industry-specific terminology. Classroom activities successfully simulated core workplace communication functions—hierarchical reporting structures, professional correspondence, safety communications—creating authentic contexts for language development. Digital simulations provided immersive experiences that prepared learners effectively for initial workplace participation, with trainers requesting similar blended approaches be implemented in technical training. However, certain contextual elements proved challenging to fully replicate within educational settings. Technology-mediated environments introduce distinct considerations for authentic workplace communication preparation in vocational contexts. The time pressures, safety implications, and hierarchical dynamics that characterise actual professional interactions differ from classroom conditions, even when activities mirror workplace tasks. Digital simulations offered valuable approximations of workplace scenarios, though participants noted that unpredictability, interpersonal complexity, and authentic consequences of genuine professional practice required complementary workplace exposure. This partial replication proved valuable for foundational skill development whilst highlighting the complementary roles of academic preparation and authentic workplace participation. Simulated authenticity thus creates a productive tension: educational activities sufficiently authentic to engage learners and develop foundational competencies, yet necessarily simplified to enable skill acquisition within pedagogical contexts. This tension proves particularly significant in industrial vocational training, where communication directly influences safety and operational effectiveness. Developing communication skills through classroom simulation, while providing essential preparation, benefits from strategic combination with authentic workplace engagement to develop the judgement, adaptability, and contextual sensitivity required for effective professional practice (Billett, 2001 , 2011 ). The vocational programme examined here navigated these considerations by combining structured academic preparation with progression toward technical training conducted in simulated workplace environments, creating graduated pathways from initial skill development to increasingly authentic professional contexts. The concept of simulated authenticity carries important implications for vocational programme design. Rather than viewing authenticity as binary—either authentic or inauthentic—educators might conceptualise it as multi-dimensional and graduated, with different programme components achieving different authenticity levels across task, contextual, and consequential dimensions. This perspective suggests designing deliberate ‘authenticity gradients’ wherein learners progress from simplified, pedagogically structured activities to increasingly complex, consequential approximations of professional practice, culminating in actual workplace engagement. Such graduated approaches acknowledge that perfect authenticity proves unachievable within educational settings (Billett, 2011 ; Gulikers et al., 2004 ) while recognising that educational approximations provide essential preparation for workplace participation. The question becomes not whether educational activities achieve full authenticity but whether they create developmental trajectories toward authentic participation, with each stage building capabilities required for the next. This reframing shifts focus from achieving authenticity to designing pathways toward it, recognising that educational peripheral participation constitutes one stage in longer trajectories toward full professional participation (Lave & Wenger, 1991 ). The findings from this study suggest that the vocational English programme successfully established such foundations, with trainers confirming graduates’ readiness for technical training while identifying specific areas where enhanced workplace integration could further strengthen preparation. 5.2 Reconceptualising Legitimate Peripheral Participation Traditional Situated Learning theory emphasises Legitimate Peripheral Participation within authentic workplace communities (Lave & Wenger, 1991 ). However, formal vocational education introduces an additional layer requiring theoretical elaboration: educational peripheral participation that precedes workplace peripheral participation. Researchers have noted tensions between Situated Learning’s apprenticeship origins and its application to formal educational settings, where institutional structures necessarily create distance from authentic workplace communities (Fuller & Unwin, 2003 ). Learners must first achieve legitimacy in educational communities (demonstrating competence in classroom tasks, passing assessments, completing programmes) before gaining access to workplace communities where they can begin authentic peripheral participation. This two-stage peripheral participation—educational followed by workplace—creates potential discontinuities requiring explicit pedagogical attention. Skills developed through educational peripheral participation may transfer effectively to workplace peripheral participation when alignment exists between educational preparation and professional demands, yet misalignments can create transitional challenges. The vocabulary gap identified in this research exemplifies such discontinuity: trainees achieved full participation in English classroom communities by mastering general business terminology and developing strong foundational communication competencies, yet although trainers confirmed graduates were ‘well equipped, well prepared’ for workplace entry, participants identified specific areas where contextual elements required enhancement, particularly regarding specialised technical vocabulary alignment with job-specific terminology. As one trainer noted, whereas trainees ‘can utter the words, they know the meaning’, some required additional exposure to discipline-specific technical jargon encountered in workplace contexts. This pattern suggests opportunities existed for deeper integration of industry-specific terminology while maintaining the programme’s success in developing foundational communication competencies. Designing effective pathways requires explicit attention to continuity between educational and workplace peripheral participation. Rather than treating classroom learning as merely preparatory—something completed before ‘real’ learning begins—vocational programmes might conceptualise educational activities as initiating peripheral participation trajectories that continue seamlessly into professional contexts. This requires several design elements: curriculum content explicitly informed by actual workplace communication demands rather than educator assumptions about professional requirements; learning activities that mirror not just workplace tasks but also workplace social dynamics, time pressures, and consequence structures; assessment criteria aligned with workplace standards rather than purely academic measures; and formal transitions facilitating movement from educational to professional communities rather than abrupt shifts between disconnected contexts. Learners experience school-based and workplace learning pathways as distinct rather than parallel routes, with significant discontinuities shaping peripheral participation trajectories (Rintala & Nokelainen, 2020 ). Such design approaches position educational peripheral participation as the foundation of, rather than alternative to, workplace peripheral participation, creating continuity rather than discontinuity in learners’ developmental trajectories from educational novices to workplace professionals. Effective vocational education thus requires carefully designed pathways connecting educational and workplace peripheral participation. Rather than viewing classroom learning as preparation for eventual workplace entry, programmes might conceptualise education as the first stage of workplace peripheral participation itself, with educational activities deliberately structured to initiate trajectories that continue seamlessly into professional contexts. This requires not merely authentic tasks but authentic connections between educational and professional communities, ensuring that competencies developed in classroom contexts transfer meaningfully to workplace participation. The findings from this study demonstrate that the vocational English programme successfully established such foundations in several key areas—trainers confirmed graduates demonstrated strong oral communication competencies with ‘huge improvement in communication skills’ and ‘smooth transitions into technical training’—while simultaneously identifying specific opportunities for enhanced integration of industry-specific terminology to further strengthen the continuity between educational preparation and workplace participation. 5.3 Industry-Specific Authenticity Requirements The vocabulary gap illuminates a broader issue: achieving authentic workplace preparation requires industry-specific rather than generic vocational education. Whereas general business English develops valuable foundational communication competencies, specialised technical communication required in particular industrial sectors demands more targeted preparation (Basturkmen, 2006 ; Hyland, 2007 ). Oil and gas operations demand distinctive terminology, communication protocols, and safety language that general vocational curricula cannot fully address. Trainers confirmed that graduates demonstrated strong oral communication competencies and achieved ‘smooth transitions into technical training’, indicating the programme successfully established foundational workplace readiness. However, participants across stakeholder groups identified opportunities for enhanced integration of industry-specific terminology to strengthen the alignment between academic preparation and workplace demands, particularly regarding the specialised technical vocabulary characterising specific job tracks within the sector. This finding extends Situated Learning theory by highlighting that authenticity itself is contextually specific: what constitutes authentic workplace preparation varies substantially across professional domains, requiring vocational programmes tailored to particular industrial sectors’ distinctive communication demands. Standardised curricula seeking broad applicability paradoxically undermine authenticity by failing to address the contextually specific language practices characterising particular workplace communities. The programme’s success in developing general workplace communication competencies—evidenced by trainees’ reported familiarity with industry terminology facilitating their transition into technical contexts—demonstrates that foundational authenticity was achieved, while simultaneously revealing that deeper industry-specific authenticity requires more granular attention to sector-specific terminology and communication protocols. Achieving industry-specific authenticity requires collaboration between educational institutions and industry organisations, with curriculum development informed by actual workplace language demands rather than generic assumptions about professional communication (Dudley-Evans & St John, 1998 ; Hyland, 2007 ). This collaboration might involve industry professionals contributing to curriculum design, authentic workplace documents serving as learning materials, and regular feedback from employers regarding graduates’ communication competencies informing ongoing programme refinement. Effective industry-education collaboration requires moving beyond superficial partnerships towards deep curriculum co-development. Industry professionals possess expertise regarding authentic workplace communication demands but may lack pedagogical knowledge for translating those demands into educational programmes. Educators understand learning processes and instructional design but may lack current workplace knowledge (Billett, 2011 ; Fuller & Unwin, 2003 ). Productive collaboration requires recognising these complementary expertise areas, with industry partners contributing authentic materials, workplace scenarios, and validation of communication standards while educators translate these inputs into scaffolded learning progressions appropriate for developing learners. Reiser ( 2004 ) identifies structuring and problematising as key scaffolding mechanisms, wherein effective scaffolds reduce task complexity while maintaining cognitive demand, gradually transferring responsibility to learners as competence develops. Regular programme review involving both educators and industry representatives ensures continued alignment as workplace practices evolve, maintaining authenticity over time rather than allowing curriculum to ossify around outdated workplace models. Such ongoing collaboration positions vocational programmes as dynamic responses to evolving professional demands. 6. Practical Implications for Vocational Education The findings of this study carry significant implications for multiple stakeholder groups involved in vocational education. The following recommendations address curriculum designers, institutional leaders, industry partners, and educators seeking to enhance the authenticity and effectiveness of technology-enhanced vocational programmes. Each recommendation connects directly to empirical findings while acknowledging contextual variations that may require local adaptation. 6.1 Implications for Curriculum Designers and Administrators Curriculum designers should implement strategic skill allocation approaches leveraging the inherent strengths of different blended learning modalities. Synchronous face-to-face interaction proves particularly valuable for developing oral communicative competencies while asynchronous digital engagement supports written skill development through iterative revision. Oral communication skills require face-to-face instruction affording authentic interaction opportunities and immediate feedback, whereas written skills benefit from combined self-directed practice enabling revision with classroom feedback providing contextualisation. Technical vocabulary development requires integrated approaches combining initial exposure through self-directed study with contextualisation and application through face-to-face instruction and, crucially, authentic workplace materials. Industry-specific content development should be prioritised, ensuring materials reflect authentic workplace communication demands rather than generic business English. This requires moving beyond textbook assumptions about professional communication toward empirically grounded understanding of actual workplace language use. Modular curriculum structures accommodating different specialisation requirements while retaining core communicative competencies enable both standardisation and customisation, balancing efficiency with authenticity. Assessment strategies should incorporate authentic workplace communication evaluation alongside standardised testing, potentially through portfolio approaches documenting progress across diverse professional communication tasks, workplace simulation assessments, and industry partner validation of communication competencies. 6.2 Implications for Institutional Leaders Institutional leaders should invest in both technological infrastructure and teacher professional development, recognising that effective technology integration requires not merely purchasing platforms but developing educator capacity for purposeful pedagogical use. Effective transfer of technology-enhanced teaching practices requires authentic workplace learning experiences for VET teachers themselves, supported by collaborative professional communities. Platform stability, technical support, and thoughtful AI integration require sustained institutional commitment beyond initial technology adoption. Flexible curricular structures must be supported through policies enabling programmes to adapt to changing industry requirements while maintaining educational quality standards. Strategic partnerships with industry organisations should be formalised through collaborative agreements specifying mutual responsibilities for curriculum development, resource sharing, and graduate feedback. Quality assurance systems should incorporate multiple evaluation methods capturing both learning outcomes and stakeholder satisfaction, moving beyond test scores to encompass workplace readiness assessment. 6.3 Implications for Industry Partners Industry organisations should engage actively in vocational education partnerships by providing authentic learning materials, workplace observation opportunities, and expert input into curriculum development. This involvement ensures training programmes reflect current industry practices whilst providing educational institutions access to authentic professional contexts unavailable through academic resources alone. Structured feedback mechanisms should provide educational institutions regular information about graduate performance in workplace communication contexts, potentially through formal assessment of communication competencies during early employment, identification of skill gaps requiring further training, and ongoing dialogue about evolving industry communication requirements. Investment in collaborative training initiatives—workplace-based learning opportunities, guest expert programmes, shared simulation facilities—can enhance training authenticity while strengthening industry-education relationships and ensuring continued programme relevance to workplace demands. 6.4 Implications for Teachers and Trainers Teachers implementing blended learning should prioritise facilitative approaches supporting knowledge construction across modalities rather than traditional transmission models. This requires developing roles as guides and scaffolders helping learners navigate between individual and collaborative learning experiences. Professional development should focus on strategies for creating authentic contexts across face-to-face and self-directed components while developing competence in purposeful technology integration that enhances rather than replaces meaningful human interaction. Teachers should develop approaches for sustaining learner motivation across modalities, creating clear connections between self-directed tasks and face-to-face applications whilst providing regular feedback supporting continued engagement and authentic skill development. 7. Limitations and Future Research Several limitations qualify these findings. The single-case design focusing on one industrial sector limits generalisability to other vocational domains where communication demands, workplace cultures, and technology integration patterns may differ substantially. Cross-sectional data collection captured participants at different stages rather than tracking individuals longitudinally through their learning trajectories, limiting insights into how peripheral participation unfolds over extended time periods. Additionally, the study examined learners’ and educators’ perspectives without directly observing workplace communication or gathering employers’ assessments of graduates’ professional competencies, limiting understanding of actual skill transfer to authentic professional practice. Future research should examine simulated authenticity across diverse vocational domains to determine which findings reflect general principles and which prove context-specific. Longitudinal studies tracking learners from educational peripheral participation through workplace peripheral participation to full professional membership could illuminate how authenticity limitations influence long-term professional development. Comparative research examining different technology integration approaches could clarify which digital mediation strategies effectively support authentic workplace preparation versus which create counterproductive dependencies. Finally, research incorporating employers’ perspectives alongside educational stakeholders’ views would provide more comprehensive understanding of authenticity’s influence on workplace readiness. This research demonstrates that achieving authentic workplace preparation through technology-enhanced vocational education requires more than realistic tasks or digital simulations. It demands careful attention to authenticity across multiple dimensions, strategic technology integration balancing mediation benefits against dependency risks, industry-specific curriculum tailoring reflecting particular sectors’ distinctive demands, and deliberate connection-building between educational and workplace Communities of Practice. Vocational education must create not just simulated authenticity but genuine pathways from educational peripheral participation to authentic workplace participation, ensuring that classroom competencies transfer meaningfully to professional practice. 8. Conclusion This research extends Situated Learning theory by examining how its core principles—Legitimate Peripheral Participation, Communities of Practice, and authentic learning contexts—manifest within technology-enhanced vocational education. Three theoretical contributions emerge. First, the concept of ‘simulated authenticity’ describes technology-mediated learning experiences that approximate workplace participation without fully replicating its complexity, highlighting authenticity as multi-dimensional rather than binary. Second, the two-stage peripheral participation framework recognises that vocational learners must achieve legitimacy in educational communities before accessing workplace communities, with discontinuities between these stages potentially undermining preparation effectiveness. Third, technology’s mediating role proves more complex than previously recognised, with digital tools simultaneously enabling valuable learning opportunities and potentially creating dependencies undermining independent competence. Practical implications follow from these theoretical insights. Vocational programmes should explicitly address authenticity across multiple dimensions—task, contextual, and consequential—rather than assuming that realistic tasks alone constitute authentic preparation. Curricula require industry-specific tailoring reflecting particular sectors’ distinctive communication demands rather than generic business language. Technology integration should strategically balance digital mediation’s benefits against risks of dependency, with automated assistance positioned as temporary scaffolding supporting independent skill development rather than permanent support enabling task completion. Finally, educational and industry partnerships prove essential for creating authentic connections between classroom peripheral participation and workplace peripheral participation, ensuring that competencies developed educationally transfer meaningfully to professional contexts. The concept of ‘simulated authenticity’ offers a productive framework for thinking about technology’s role in vocational education—neither rejecting technological mediation as inherently inauthentic nor accepting it uncritically as necessarily enhancing learning. Instead, it positions technology as creating particular forms of authenticity achievable in educational contexts while acknowledging their limitations compared to genuine workplace participation. This nuanced perspective enables strategic technology integration decisions based on understanding what different tools can and cannot accomplish regarding authentic workplace preparation. Future vocational programme development should build on these insights, designing technology integration approaches that leverage digital tools’ affordances while mitigating their limitations, creating pathways from simulated to genuine professional participation rather than treating simulation as adequate endpoint. Declarations Ethical Approval This study received ethical approval from the relevant institutional research ethics committee. All participants provided informed consent prior to data collection. Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. References Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5-11. https://doi.org/10.3102/0013189X025004005 Basturkmen, H. (2006). Ideas and options in English for specific purposes. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410617040 Basturkmen, H. (2024). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8817222","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":588354924,"identity":"2b0cb85b-19c7-4115-9032-b9029aeb4353","order_by":0,"name":"Mohammad Mohammad","email":"data:image/png;base64,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","orcid":"","institution":"Lancaster University","correspondingAuthor":true,"prefix":"","firstName":"Mohammad","middleName":"","lastName":"Mohammad","suffix":""}],"badges":[],"createdAt":"2026-02-07 17:38:43","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8817222/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8817222/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":102963935,"identity":"6729453d-6886-40d2-b913-a15029816d8d","added_by":"auto","created_at":"2026-02-19 04:20:54","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":925784,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8817222/v1/1f52f764-ffc8-4a19-9233-940540b42987.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Authentic Workplace Learning in Technology-Enhanced Vocational Education: Examining Situated Learning Principles in Industrial English Training","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eVocational education confronts a persistent challenge: how can educational institutions prepare learners for authentic workplace participation when formal instruction necessarily occurs in contexts distinct from actual professional environments (Billett, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Fuller \u0026amp; Unwin, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2003\u003c/span\u003e)? This question becomes particularly acute in technology-enhanced vocational training, where digital tools promise expanded access to learning resources while simultaneously introducing additional layers of mediation between learners and the professional practices they must master (Tynj\u0026auml;l\u0026auml;, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Situated Learning theory, as articulated by Lave and Wenger (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e), provides a powerful framework for examining this challenge by emphasising that learning occurs most effectively through participation in authentic contexts and communities of practice that mirror the settings where knowledge will ultimately be applied.\u003c/p\u003e \u003cp\u003eThe tension between educational convenience and workplace authenticity manifests with particular clarity in vocational language training, where communication competencies serve immediate professional purposes rather than general academic development (Basturkmen, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Hyland, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). In sectors such as oil and gas operations, where precise technical communication directly influences safety and operational effectiveness (Zara et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), the alignment between educational preparation and workplace demands becomes critically important. Yet research examining how Situated Learning principles operate within technology-enhanced vocational language education remains surprisingly limited (Dobricki et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Zeng \u0026amp; Della, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), particularly in industrial training contexts where communication serves highly specialised professional functions.\u003c/p\u003e \u003cp\u003eThis gap proves particularly significant given the rapid expansion of blended learning approaches in vocational education globally. Recent systematic reviews confirm blended learning\u0026rsquo;s growing prominence in vocational education while highlighting persistent challenges regarding student engagement and pedagogical adaptation (Song \u0026amp; Lai, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). VET teachers face unique challenges implementing blended learning given vocational students\u0026rsquo; distinct learning needs and preferences (Cui et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Research demonstrates substantial growth in technology-enhanced vocational education across diverse international contexts, with blended learning adoption accelerating particularly following the COVID-19 pandemic\u0026rsquo;s disruption of traditional training delivery (Rasheed et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Garrison and Kanuka (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) argue that blended learning\u0026rsquo;s transformative potential lies not merely in combining modalities but in fundamentally reconceptualising how different learning contexts support distinct cognitive and social processes. Educational institutions increasingly adopt hybrid models combining face-to-face instruction with digital learning platforms (Rasheed et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), often driven by assumptions that technology naturally enhances educational effectiveness (Selwyn, 2016). However, such assumptions warrant critical examination (Bates, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Selwyn, 2016), particularly regarding whether technological mediation supports or undermines the authentic workplace preparation central to vocational education\u0026rsquo;s purposes. Understanding how technology influences Situated Learning constructs requires empirical investigation within actual vocational training environments (Dobricki et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis study addresses this gap by examining vocational English training within Saudi Arabia\u0026rsquo;s oil and gas industry, where apprentice trainees participate in a blended learning programme combining classroom instruction with self-directed digital study before transitioning to technical skills training in simulated workplace environments. This context offers unique opportunities for investigating how Legitimate Peripheral Participation unfolds across educational and vocational settings, how Communities of Practice form within technology-mediated environments, and how authenticity limitations influence skill transfer to professional contexts.\u003c/p\u003e \u003cp\u003eThe research makes three primary contributions to vocational education theory and practice. First, it extends Situated Learning theory by examining how digital technologies influence Legitimate Peripheral Participation and communities of practice formation, introducing the concept of \u0026lsquo;simulated authenticity\u0026rsquo; to describe technology-mediated learning experiences that approximate workplace participation without fully replicating its complexity. Second, it illuminates specific mechanisms through which misalignment between academic preparation and industry-specific demands creates barriers to authentic workplace participation, revealing how general business vocabulary inadequately prepares learners for the specialised technical communication required in their professional roles. Third, it provides practical guidance for designing vocational programmes that strategically combine technology-mediated preparation with authentic workplace engagement, creating gradual pathways from simulated to genuine professional participation.\u003c/p\u003e \u003cp\u003eThese contributions address both theoretical gaps in Situated Learning literature and practical needs of vocational educators grappling with technology integration decisions. The research responds to calls for empirical investigation of how digital mediation influences workplace preparation in vocational contexts, while providing actionable guidance for curriculum designers, institutional leaders, and industry partners seeking to enhance the authenticity and effectiveness of technology-enhanced vocational programmes.\u003c/p\u003e"},{"header":"2. Situated Learning in Vocational Education","content":"\u003cp\u003eSituated Learning theory emerged from Lave and Wenger\u0026rsquo;s (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) ethnographic research into apprenticeship, challenging traditional cognitive views by arguing that learning is fundamentally a process of participation in communities of practice rather than individual knowledge acquisition. Billett (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) extends this perspective within vocational education specifically, arguing that workplace learning represents a distinct educational domain requiring theoretical frameworks attuned to the interplay between individual agency and workplace affordances. Learning, from this perspective, occurs through engagement in authentic activities within social contexts that reflect how knowledge will ultimately be applied, with newcomers gradually moving from peripheral to more central participation through mentorship, observation, and increasing responsibility.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Legitimate Peripheral Participation and Identity Development\u003c/h2\u003e \u003cp\u003eLegitimate Peripheral Participation describes how newcomers to professional communities gradually develop competence and identity through engagement in authentic tasks (Lave \u0026amp; Wenger, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). The concept encompasses three essential elements: legitimacy refers to newcomers\u0026rsquo; recognised status as community members despite limited expertise; peripherality describes initial participation in less complex tasks that nonetheless connect meaningfully to core professional practices; and participation emphasises active engagement rather than passive observation. Henning (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) argues that this progression involves identity transformation as learners develop not only skills but professional identities through increasing involvement in community practices.\u003c/p\u003e \u003cp\u003eIn vocational education contexts, Legitimate Peripheral Participation provides criteria for evaluating whether educational experiences successfully prepare learners for workplace participation. Critical questions emerge: Do educational activities connect meaningfully to professional practices or remain disconnected academic exercises? Do learners progressively assume greater responsibility and complexity in their tasks? Do they develop not just technical competencies but professional identities aligned with their target vocations? These questions highlight tensions inherent in formal education settings, where achieving genuine workplace authenticity proves challenging despite its theoretical importance (Billett, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Fuller \u0026amp; Unwin, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEducational institutions operate according to academic logic\u0026mdash; controlled environments, standardised curricula, assessment schedules\u0026mdash;that differs fundamentally from workplace logic characterised by production pressures, client demands, safety requirements, and operational contingencies (Billett, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). This structural mismatch creates what might be termed an \u0026lsquo;authenticity gap\u0026rsquo;, wherein educational approximations of professional practice necessarily fall short of genuine workplace participation (Fuller \u0026amp; Unwin, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). This raises critical questions about how effectively classroom-based peripheral participation prepares learners for authentic workplace peripheral participation, particularly when technological mediation introduces additional distance from actual professional practice.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Communities of Practice in Vocational Learning\u003c/h2\u003e \u003cp\u003eCommunities of Practice, as conceptualised by Wenger (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e1998\u003c/span\u003e), are characterised by mutual engagement in shared activities, joint enterprise towards common goals, and shared repertoires of resources including language, routines, and artefacts. Learning occurs through participation in these communities as newcomers gradually adopt established practices, contribute new perspectives, and develop shared understanding through collaborative problem-solving. Wenger-Trayner et al. (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) later expanded the concept to \u0026lsquo;landscapes of practice\u0026rsquo;, recognising that professional learning often occurs across multiple interconnected communities rather than within single bounded groups. This broader perspective acknowledges the complex, multi-community nature of contemporary professional environments wherein practitioners navigate between diverse communities\u0026mdash;discipline-specific, organisational, project-based, professional networks\u0026mdash;each contributing differently to their professional development. For vocational learners, this suggests that preparation requires developing capabilities for participating across multiple professional communities throughout their careers. Recent research demonstrates that effective vocational learning requires careful coordination between school and workplace environments, with educators actively linking learning contents across different contexts (L\u0026ouml;fgren et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFuller (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) offers important critiques of romanticised views of Communities of Practice, noting that professional communities often involve conflicts, power dynamics, and contradictions rather than harmonious collaboration. She argues that the term \u0026lsquo;community\u0026rsquo; implies shared interests and cooperative relationships that may obscure the hierarchies, competitions, and tensions characterising actual workplaces. Even newcomers may possess expertise in areas where established members lack proficiency\u0026mdash;for instance, regarding new technologies\u0026mdash;creating complex dynamics wherein peripheral and full participants mutually influence one another.\u003c/p\u003e \u003cp\u003eTechnology introduces additional complexity to Communities of Practice formation. Digital communication tools enable new forms of community participation extending beyond physical co-presence, creating distributed communities wherein members collaborate across temporal and spatial distances (Dub\u0026eacute; et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Wenger et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Yet questions arise regarding whether technology-mediated interaction can support the relational depth, tacit knowledge sharing, and contextual richness characterising effective professional communities (Johnson, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Can genuine Communities of Practice form primarily through digital interaction, or does authentic professional socialisation require sustained face-to-face engagement? Workplace guidance in VET contexts operates through collective community practices rather than individual mentorship alone (Mikkonen et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Authenticity as Foundation for Vocational Learning\u003c/h2\u003e \u003cp\u003eAuthentic learning, a cornerstone of Situated Learning, emphasises real-world tasks and materials reflecting professional communities\u0026rsquo; ordinary practices (Herrington \u0026amp; Oliver, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Brown et al. (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1989\u003c/span\u003e) argued that knowledge is inseparably situated in the physical and social contexts of its acquisition and use, suggesting that decontextualised classroom learning inadequately prepares learners for professional application. Authenticity in vocational education thus requires not only realistic tasks but faithful reproduction of the social, cultural, and material conditions characterising actual workplace practice.\u003c/p\u003e \u003cp\u003eCritics challenge extreme authenticity claims, however. Anderson et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1996\u003c/span\u003e) argue that not all skills require complex social contexts for effective development, suggesting that breaking tasks into manageable components can enhance learning efficiency for novices. They advocate for authentic problems rather than fully authentic contexts, recognising that educational settings can never perfectly replicate workplace complexity. This tension between authenticity ideals and educational pragmatism remains unresolved in vocational education literature (Gulikers et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), particularly regarding technology-enhanced learning where digital mediation introduces additional distance from actual workplace practice (Dobricki et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAuthenticity in vocational education operates across multiple dimensions that extend beyond mere task realism. Scholars have identified multiple dimensions through which authenticity can be evaluated in educational contexts (Gulikers et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Authentic vocational assessment requires alignment across multiple stakeholder perspectives\u0026mdash;students, teachers, and workplace representatives\u0026mdash;each contributing distinct insights into workplace preparation requirements (Villarroel et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Task authenticity addresses whether activities mirror actual workplace tasks in their structure and requirements. Contextual authenticity examines whether the social, cultural, and material conditions reflect professional settings, including time pressures, hierarchical relationships, and resource constraints. Consequential authenticity considers whether outcomes carry genuine professional significance rather than just academic assessment. Gulikers et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) emphasise that these dimensions interact dynamically, with high authenticity in one potentially compensating for limitations in others. Douglas (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) extends authenticity considerations to language assessment in specific purposes contexts, arguing that test tasks must reflect not just linguistic features but the situational and interactional authenticity characterising target language use domains. While these dimensions interact dynamically and may partially compensate for one another, achieving balanced authenticity across all dimensions remains difficult within formal educational constraints.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Vocational Language Learning and Workplace Preparation\u003c/h2\u003e \u003cp\u003eVocational language education is commonly theorised within the framework of English for Specific Purposes (ESP), as both emphasise the development of language competencies aligned with the communicative demands of specific professional domains. Hyland (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) demonstrates that effective ESP instruction requires detailed understanding of target discourse communities\u0026rsquo; genre conventions, rhetorical strategies, and discipline-specific linguistic features. ESP instruction aims to develop specialised workplace linguistic registers enabling learners to transition seamlessly into professional contexts where English operates as the medium of communication (Basturkmen, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Unlike general academic language instruction focusing on broad literacy development, vocational language programmes target the specific registers, genres, and communicative functions learners will encounter in their professional roles (Dudley-Evans \u0026amp; St John, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1998\u003c/span\u003e; Hyland, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). This specificity creates both opportunities and challenges (Basturkmen, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2006\u003c/span\u003e): while targeted instruction potentially achieves high relevance to workplace demands, it simultaneously requires detailed understanding of those demands and risks, becoming overly narrow if workplace communication proves more varied than anticipated. The tension between specificity and transferability proves particularly acute in industrial sectors like oil and gas operations, where technical terminology varies across specialisations whereas core communication competencies\u0026mdash;clarity, precision, professional tone\u0026mdash;remain constant. These challenges underscore the difficulty of designing vocational language curricula that balance specialised workplace relevance with transferable communication competence, particularly in technically complex industrial contexts. Dudley-Evans and St John (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) identify needs analysis as ESP\u0026rsquo;s defining characteristic, emphasising that effective vocational language programmes must be grounded in systematic investigation of learners\u0026rsquo; target professional communication requirements rather than generic language competencies.\u003c/p\u003e \u003cp\u003eResearch consistently identifies gaps between academic language preparation and workplace communication requirements, with graduates often requiring substantial on-the-job language development despite completing vocational programmes (Basturkmen, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Evans, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). The integration of digital communication platforms into workplace practices has intensified the gap between traditional ESP curricula and contemporary professional communication requirements (Zeng \u0026amp; Della, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These gaps arise from multiple sources: academic instruction may emphasise written over oral communication despite workplace prioritising spoken interaction; formal instruction may focus on standard terminology while workplaces employ specialised jargon; classroom exercises may stress grammatical accuracy although workplace communication prioritises functional effectiveness and speed (Basturkmen, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Jackson, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). Additionally, the social and cultural dimensions of workplace communication\u0026mdash;navigating hierarchies, managing face-saving, demonstrating professional identity\u0026mdash;receive limited attention in language classrooms focused on linguistic competence (Holmes \u0026amp; Riddiford, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Zhu, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Understanding how educational preparation successfully or unsuccessfully transfers to workplace communication requires examining learners\u0026rsquo; trajectories across educational and professional contexts.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Technology-Enhanced Vocational Learning\u003c/h2\u003e \u003cp\u003eDigital technologies offer expanding possibilities for situating vocational learning by coupling educational activities with authentic workplace examples (Dobricki et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Immersive technologies enable authentic workplace simulations otherwise unavailable in educational settings, though effectiveness depends critically on how closely virtual environments replicate actual professional contexts (Kablitz et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Technology-enhanced learning in vocational contexts therefore presents paradoxical possibilities: digital tools can either bridge or widen gaps between educational activities and workplace practices. Research examining how Situated Learning principles operate within technology-enhanced vocational education remains limited, particularly regarding how digital tools influence Legitimate Peripheral Participation trajectories and Communities of Practice formation.\u003c/p\u003e \u003cp\u003eExisting studies focus primarily on technology\u0026rsquo;s effectiveness for skill development rather than examining how digital mediation influences authenticity, participation patterns, and workplace preparation (Billett, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Dobricki et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This gap proves particularly significant in industrial vocational training, where communication serves highly specialised purposes and workplace practices carry safety implications. Understanding how technology either supports or undermines authentic workplace preparation requires examining specific mechanisms through which digital tools mediate learning experiences, shape participation in professional communities, and influence skill transfer to actual professional contexts. This study examines these theoretical tensions within a specific organisational and pedagogical context in Saudi Arabia\u0026rsquo;s oil and gas sector.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Methodology","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Research Design and Context\u003c/h2\u003e \u003cp\u003eThis qualitative case study examined vocational English training within an oil and gas company's industrial training department in Saudi Arabia. The programme serves apprentice trainees enrolled in one-to-two-year programmes beginning with academic coursework\u0026mdash;including English language training\u0026mdash;before transitioning to specialised technical skills training in workshops designed to simulate workplace environments. This structure provides unique opportunities for examining skill transfer between educational and vocational contexts, as technical trainers who observe graduates\u0026rsquo; communication competencies can comment on how effectively academic preparation supports subsequent workplace learning.\u003c/p\u003e \u003cp\u003eThe English language programme employs a blended learning model combining face-to-face classroom instruction with self-directed online study. This configuration aligns with Graham\u0026rsquo;s (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) enabling blend model, wherein technology extends learning opportunities while maintaining face-to-face instruction as the primary pedagogical foundation. Academic teachers guide classroom activities emphasising oral communication, collaborative tasks, and functional workplace language, whereas digital platforms (primarily Blackboard) provide vocabulary practice, writing exercises, and supplementary resources for independent study. Curriculum content addresses general business English alongside industry-specific terminology relevant to oil and gas operations, with learning activities incorporating workplace scenarios such as safety briefings, technical reports, and professional correspondence.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Participants and Data Collection\u003c/h2\u003e \u003cp\u003eData collection involved 36 participants across four stakeholder groups representing different positions within the vocational learning trajectory: 14 current students engaged in the English programme, 7 English teachers delivering blended instruction, 8 trainees who had completed English training and were engaged in technical skills courses, and 7 technical trainers who taught graduates of the English programme in vocational workshops. This multi-stakeholder design enabled examination of Legitimate Peripheral Participation across educational phases while capturing perspectives on authenticity, skill transfer, and workplace preparation from multiple vantage points.\u003c/p\u003e \u003cp\u003eSemi-structured interviews with teachers and trainers explored their observations regarding learner progression, authenticity of learning activities, and alignment between academic preparation and workplace demands. Focus groups with students and trainees examined their experiences of participation in learning communities, perceptions of authenticity in educational activities, and reflections on skill transfer between contexts. All data collection occurred between December 2024 and March 2025, with interviews and focus groups conducted in English and lasting 45\u0026ndash;75 minutes. Transcripts underwent reflexive thematic analysis (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), with Situated Learning principles guiding analytical attention while remaining open to emergent themes.\u003c/p\u003e \u003cp\u003eData analysis involved iterative engagement with transcripts, moving between inductive identification of participant-generated themes and deductive application of Situated Learning theoretical constructs. Initial coding captured participants\u0026rsquo; own terminology and concepts, preserving their perspectives while attending to patterns across stakeholder groups. Subsequent analytical phases examined how these emergent themes aligned with or diverged from theoretical expectations regarding Legitimate Peripheral Participation, Communities of Practice, and authenticity. This iterative process enabled findings that remained grounded in participants\u0026rsquo; experiences while contributing to theoretical development, balancing empirical discovery with theoretical elaboration as reflexive thematic analysis recommends (Braun \u0026amp; Clarke, 2019, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e The research received ethical approval from the relevant institutional research ethics committee. All participants provided informed consent after receiving detailed information about the study\u0026rsquo;s purposes, their rights to withdraw, and confidentiality protections. Pseudonyms are used throughout to protect participant anonymity.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Findings","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Legitimate Peripheral Participation: Progression and Constraints\u003c/h2\u003e \u003cp\u003e Evidence of Legitimate Peripheral Participation emerged as trainees described their progression from structured classroom activities to increasingly complex workplace communication tasks. Trainee 3 reflected on this development: \u0026ldquo;The improvement that [academic] training provided me\u0026hellip; is it mainly gave me confidence to speak English... it helped me to become professional.\u0026rdquo; This transformation from hesitant classroom participant to confident workplace communicator illustrates identity development through increasing participation, aligning with Lave and Wenger\u0026rsquo;s (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) conception of learning as identity transformation through community engagement.\u003c/p\u003e \u003cp\u003e Oral communication skills demonstrated clearest progression trajectories. Trainees reported that structured classroom speaking activities\u0026mdash;presentations, discussions, collaborative problem-solving\u0026mdash;prepared them for workplace interactions requiring similar communicative functions. Trainee 5 noted:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eOne area that helped us when we were taking the English programme was delivering a very quick and easy to understand safety message\u0026hellip; because when we are talking about job skills\u0026hellip; about how we should deliver the safety message, we know how to get ready.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThis transfer of communication competencies from educational to vocational contexts suggests that when classroom activities authentically mirror workplace demands, Legitimate Peripheral Participation can successfully bridge academic and professional settings.\u003c/p\u003e \u003cp\u003eThis transfer proved particularly evident in presentation skills, where classroom preparation directly supported workplace performance. Trainer 7 elaborated:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWe have safety meetings whereby a safety message has to be delivered by the trainees themselves... once a week\u0026hellip; one of them is given the opportunity to prepare a presentation, then he will\u0026hellip; present to the rest of the class.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThese structured activities developed not merely linguistic competence but professional confidence and presentation skills transferable to workplace contexts. The progression from guided classroom practice to independent workplace performance exemplifies successful Legitimate Peripheral Participation, with educational activities genuinely preparing learners for professional responsibilities. However, this success in oral communication contrasted sharply with written communication and vocabulary acquisition, where transfer proved more problematic. While spoken interaction allowed for immediate clarification and contextual adjustment, written communication and technical terminology required precision that classroom preparation inadequately developed.\u003c/p\u003e \u003cp\u003eHowever, significant constraints limited authentic workplace preparation, particularly regarding technical vocabulary. Trainers consistently reported gaps between the general business terminology taught in English classes and the specialised technical language required in their workshops. Trainer 2 observed: \u0026ldquo;While some [trainees] might recognise basic terms such as \u0026lsquo;crane\u0026rsquo;, they often struggle with more complex terms such as \u0026lsquo;load capacity\u0026rsquo; or \u0026lsquo;centre of gravity\u003cb\u003e\u0026rsquo;\u003c/b\u003e.\u0026rdquo; Teacher 2 acknowledged this misalignment: \u0026ldquo;Vocabulary focuses more on administrative terms rather than the target language students will use in their specific work environment.\u0026rdquo; These gaps reveal fundamental tensions between standardised academic curricula and the contextually specific language demands of diverse technical specialisations within a single industrial sector.\u003c/p\u003e \u003cp\u003eThe disconnect between academic and technical vocabulary manifested in learners\u0026rsquo; transition experiences. Trainee 6\u0026rsquo;s observation\u0026mdash;\u0026ldquo;lots of words we didn\u0026rsquo;t know about\u0026rdquo;\u0026mdash;understates the challenge. The reliance on external tools (ChatGPT) to resolve confusion highlights both the availability of technological assistance and the inadequacy of classroom preparation for independent workplace communication. Such dependencies raise questions about whether learners develop authentic competence or just strategies for accessing technological support.\u003c/p\u003e \u003cp\u003eTrainees experienced this disconnect acutely when transitioning to technical training. Trainee 6 explained: \u0026ldquo;It was more of a communication type, so when we come here and we take our job skills classes, there are lots of words we didn\u0026rsquo;t know about.\u0026rdquo; Student 14 described confusion arising from decontextualised vocabulary teaching:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe word \u0026lsquo;plant\u0026rsquo;\u0026hellip; when we heard it in class, I thought that it was a\u0026hellip; flower, or this green thing. But then [the trainer] said that we are going to the plant\u0026hellip; I didn\u0026rsquo;t ask. I went to ChatGPT and I got the right meaning, which means a factory.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003e Such examples highlight how vocabulary instruction disconnected from authentic professional contexts creates barriers to peripheral participation in workplace communities, as learners lack the specialised language required for meaningful engagement in technical practices.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Communities of Practice: Formation and Fragmentation\u003c/h2\u003e \u003cp\u003eMultiple Communities of Practice emerged within the blended learning environment, taking diverse forms from formal classroom groupings to informal digital networks. Formal communities centred on classroom activities where structured collaboration supported knowledge construction through peer interaction. Student 8 described how collaborative study sessions facilitated shared understanding: \u0026ldquo;Sometimes we have a milestone, which is the test or quiz. So, I talk with my colleagues to\u0026hellip; meet and\u0026hellip; study together\u0026hellip; we share our thoughts about the functions.\u0026rdquo; These classroom communities provided spaces for negotiating meaning, practising workplace communication, and developing shared understanding through collaborative engagement.\u003c/p\u003e \u003cp\u003eInformal communities extended beyond scheduled instruction through digital platforms, particularly WhatsApp groups where learners shared resources, discussed assignments, and provided peer support. Student 13 noted: \u0026ldquo;We have [a] WhatsApp group\u0026hellip; if we have feedback on [an] email, we share it with friends.\u0026rdquo; These technology-mediated communities enabled knowledge sharing across temporal and spatial boundaries, supporting learning outside formal educational contexts.\u003c/p\u003e \u003cp\u003eHowever, the affordances of digital communities differed markedly from classroom interactions. While WhatsApp groups enabled knowledge sharing beyond scheduled class hours, digital interaction lacked the immediate, multi-modal feedback characterising face-to-face engagement. Student 7 articulated this distinction:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWhen you are sitting with someone face-to-face, it\u0026rsquo;s easy to interrupt people politely... But if you are sitting in an online class, can you tell when he\u0026rsquo;s going to end? You can\u0026rsquo;t... can you follow with the topic that he\u0026rsquo;s going with? You can\u0026rsquo;t.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eNonverbal cues, tone of voice, and immediate clarification\u0026mdash;all central to rich communication\u0026mdash;diminished in text-based digital exchange. Consequently, while digital communities supplemented classroom interaction valuably, they appeared qualitatively distinct from, rather than equivalent to, face-to-face Communities of Practice.\u003c/p\u003e \u003cp\u003eCritically, however, educational Communities of Practice remained largely disconnected from actual workplace communities. While classroom activities simulated workplace scenarios\u0026mdash;safety briefings, technical reports, professional correspondence\u0026mdash;participants noted difficulties in replicating the complexity and contextual richness of real professional interactions. Student 10 explained: \u0026ldquo;For us as students, we didn\u0026rsquo;t get the chance to work and experience how it is. So, we\u0026rsquo;d have to go and research fields related to oil and gas to develop our emails.\u0026rdquo; Teacher 2 acknowledged this limitation, noting that \u0026ldquo;the content focuses on general target language used for emails and responding to enquires rather than job specific scenarios for example on a gas plant or rig.\u0026rdquo; These limitations highlight the practical challenges of creating fully authentic learning environments, raising questions about whether classroom Communities of Practice effectively prepare learners for peripheral participation in authentic workplace communities or only socialise them into academic simulation of professional practice.\u003c/p\u003e \u003cp\u003eThe gap between educational and professional communities proved most evident in trainees\u0026rsquo; transition experiences. While classroom activities simulated workplace scenarios, trainees consistently noted differences between educational approximations and authentic professional communication. Trainee 6 explained:\u003c/p\u003e \u003cp\u003eWhen we come here and we take our job skills classes, there are lots of words we didn\u0026rsquo;t know about, we\u0026rsquo;d never heard of... I think the technical English only prepares the admin clerks. It doesn\u0026rsquo;t prepare people coming to job skills.\u003c/p\u003e \u003cp\u003eEducational communities, regardless of how well-designed, operate according to academic logic prioritising learning over production, where mistakes serve as learning opportunities rather than operational failures, and assessment replaces authentic professional consequences. This structural difference is particularly significant in high-risk oil and gas environments, where clear and precise communication proves critical. Teacher 5 confirmed this limitation: \u0026ldquo;I've got trainees in level six, the last level, and they\u0026rsquo;re like, I have no idea what I do at my job, or what I\u0026rsquo;m expected to do, or what vocabulary I need to know.\u0026rdquo; These differences raise questions about whether participation in educational communities genuinely prepares learners for peripheral participation in workplace communities.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Authenticity and Its Limitations\u003c/h2\u003e \u003cp\u003eAuthenticity emerged as a critical factor influencing engagement and learning effectiveness. Workplace-relevant scenarios generated substantially higher learner engagement than generic language exercises. Teacher 7 described designing functional language activities:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eFor example, looking at a function for requesting a vacation\u0026hellip; they\u0026rsquo;ll have to go home and figure out what kind of languages they need to learn, like asking, giving\u0026hellip; Let\u0026rsquo;s ask our manager if you can take a vacation this summer\u0026hellip; Let\u0026rsquo;s apply the language we learned now.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eSuch activities connected classroom learning to anticipated professional situations, increasing relevance and motivation.\u003c/p\u003e \u003cp\u003eTechnology enabled certain forms of authentic practice otherwise unavailable in educational settings. Simulation tools provided immersive experiences approximating workplace scenarios. Trainer 1 explained: \u0026ldquo;They access the lessons multiple times and improve comprehension with audio visual learning experience.\u0026rdquo; Interactive digital resources enabled learners to explore technical terminology, practise communication tasks repeatedly, and receive immediate automated feedback\u0026mdash;affordances supporting independent skill development.\u003c/p\u003e \u003cp\u003eSpecific technologies demonstrated varying capacities for supporting authentic preparation. The Blended Learning model emphasised workplace-relevant communication through authentic scenarios and industry-standard formats. Participants practised professional email writing using realistic workplace contexts. Student 13 explained:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI learned how to write an email, for example, to my supervisor, requesting to conduct the monthly inspection... Also, we have emails that talk about the project...when we give our supervisor follow-up, or what we have done with the project.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eStudent 11 elaborated: \u0026ldquo;Many examples, like purchasing equipment or ordering it from a vendor, or replacing damaged equipment. Also, if you need to report to your supervisor an accident that happened to a colleague, or a machine that broke down.\u0026rdquo; This contextual authenticity\u0026mdash;focusing on realistic workplace scenarios and professional correspondence formats\u0026mdash;enabled learners to develop familiarity with professional communication conventions, reducing transition challenges when entering actual workplace environments. Conversely, educational platforms lacking workplace equivalents created competencies that required translation rather than direct transfer to professional contexts.\u003c/p\u003e \u003cp\u003eMoreover, technology sometimes undermined authentic skill development through over-reliance on automated assistance. Students reported depending on grammar checkers and AI writing tools rather than developing independent communication competencies. Trainee 2 admitted: \u0026ldquo;I have a lot of typos, and I think due to autocorrect online; I rely on my phone to type for me.\u0026rdquo; This dependency created skills that appeared competent in technology-supported educational contexts but proved inadequate when automated assistance became unavailable in actual workplace settings, highlighting how technological scaffolding can paradoxically impede authentic skill development when learners fail to develop independent capabilities.\u003c/p\u003e \u003cp\u003eThe dependency on automated assistance extended beyond individual assignments to shape learners\u0026rsquo; approaches to language development more broadly. Rather than viewing technology as temporary scaffolding supporting independent skill development, some learners treated it as permanent prosthetic enabling task completion without underlying competence development. Teacher 7 observed that completion times had dropped dramatically: \u0026ldquo;They take about two minutes to complete an email\u0026hellip; I know it does take about 30 minutes for a student to write an email\u0026hellip; Now it takes them less than five minutes\u0026hellip; It\u0026rsquo;s because of ChatGPT.\u0026rdquo; This raised concerns about authentic learning, as Teacher 7 noted: \u0026ldquo;This has kind of destroyed the whole essence of\u0026hellip; writing for yourself, from your own mind, from your own wisdom.\u0026rdquo; This pattern suggests that technological scaffolding, while valuable for supporting learning, can paradoxically impede authentic skill development when learners fail to transition from supported performance to independent competence. The challenge lies not in technology itself but in how learners and educators position it within the learning process.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.4 Technology\u0026rsquo;s Dual Role in Skill Development\u003c/h2\u003e \u003cp\u003eTechnology integration revealed paradoxical effects on skill development, simultaneously enabling learning opportunities while creating potential barriers to authentic competence. Digital platforms provided repeated practice opportunities, immediate automated feedback, and flexible access to materials unavailable in purely classroom-based instruction. Student 10 valued this efficiency:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIt\u0026rsquo;s more efficient than asking other people to help\u0026hellip; When I ask my teacher about my email\u0026hellip; it would take him maybe five minutes to find all the mistakes\u0026hellip; But if I gave the email to an AI\u0026hellip; it would immediately find the mistakes.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThis immediacy enabled rapid iteration and self-correction, supporting independent learning processes. Interactive vocabulary applications, grammar checkers, and AI writing assistants offered forms of individualised support difficult to replicate through human instruction alone, particularly for large classes with diverse proficiency levels.\u003c/p\u003e \u003cp\u003eHowever, these technological affordances carried costs. Automated feedback, though immediate, lacked the contextual sensitivity and pedagogical judgement characterising human feedback. AI tools might correct grammatical errors while approving functionally inappropriate communication, creating technically accurate but professionally ineffective outputs. Additionally, the ease of technological assistance sometimes discouraged the cognitive effort underlying authentic learning. Trainee 3 explained: \u0026ldquo;Most of us learned English through engaging with media like in our phones or tablets or on computers where we had reliance on how to correct, so we weren\u0026rsquo;t familiar with how words are spelled.\u0026rdquo; This reliance created competence that appeared adequate in technology-rich educational environments but proved inadequate when automated assistance became unavailable in certain workplace contexts. The challenge lay in leveraging technology's benefits while ensuring learners developed independent capabilities transferable beyond technologically supported environments.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Simulated Authenticity in Technology-Enhanced Vocational Learning\u003c/h2\u003e \u003cp\u003eThese findings reveal a phenomenon requiring theoretical attention: technology-mediated learning experiences in vocational education often achieve what might be termed \u0026lsquo;simulated authenticity\u0026rsquo;\u0026mdash;learning activities that approximate workplace practices whilst navigating the inherent challenges of replicating professional complexity, contextual richness, and consequential dimensions within educational settings. Building upon Herrington and Oliver\u0026rsquo;s (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) principles for authentic learning environments and Gulikers et al.\u0026rsquo;s (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) five-dimensional framework for authentic assessment, this study proposes that simulated authenticity exists along three interrelated dimensions: task authenticity (how closely activities mirror actual workplace tasks), contextual authenticity (whether social, cultural, and material conditions reflect professional settings), and consequential authenticity (whether outcomes carry genuine professional significance rather than merely academic assessment). While Gulikers et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) identified five dimensions of authentic assessment (task, physical context, social context, result or form, and criteria), this study reconceptualises these into three dimensions more directly applicable to technology-mediated vocational learning: task authenticity integrates Gulikers\u0026rsquo; task dimension; contextual authenticity combines their physical and social context dimensions; and consequential authenticity represents a novel dimension addressing whether outcomes carry genuine professional significance beyond academic evaluation.\u003c/p\u003e \u003cp\u003eThe vocational English programme examined here demonstrated high task authenticity in certain domains\u0026mdash;safety briefings, technical reports, professional correspondence\u0026mdash;while revealing varying degrees of contextual and consequential authenticity across different skill areas. Trainers confirmed that graduates demonstrated strong oral communication competencies, with one trainer noting they were \u0026ldquo;well equipped, well prepared\u0026rdquo; and another observing \u0026ldquo;huge improvement in communication skills\u0026rdquo; compared to previous cohorts. Trainees reported smooth transitions into technical training, with enhanced confidence in professional interactions. However, participants identified specific areas where contextual elements required enhancement, particularly regarding specialised technical vocabulary alignment with job-specific terminology. As one trainer noted, while trainees \u0026ldquo;can utter the words, they know the meaning,\u0026rdquo; some struggled with discipline-specific technical jargon encountered in workplace contexts. This pattern suggests that while the programme successfully developed foundational communication competencies and workplace-relevant language functions, opportunities existed for deeper integration of industry-specific terminology.\u003c/p\u003e \u003cp\u003eClassroom activities successfully simulated core workplace communication functions\u0026mdash;hierarchical reporting structures, professional correspondence, safety communications\u0026mdash;creating authentic contexts for language development. Digital simulations provided immersive experiences that prepared learners effectively for initial workplace participation, with trainers requesting similar blended approaches be implemented in technical training. However, certain contextual elements proved challenging to fully replicate within educational settings. Technology-mediated environments introduce distinct considerations for authentic workplace communication preparation in vocational contexts. The time pressures, safety implications, and hierarchical dynamics that characterise actual professional interactions differ from classroom conditions, even when activities mirror workplace tasks. Digital simulations offered valuable approximations of workplace scenarios, though participants noted that unpredictability, interpersonal complexity, and authentic consequences of genuine professional practice required complementary workplace exposure. This partial replication proved valuable for foundational skill development whilst highlighting the complementary roles of academic preparation and authentic workplace participation.\u003c/p\u003e \u003cp\u003eSimulated authenticity thus creates a productive tension: educational activities sufficiently authentic to engage learners and develop foundational competencies, yet necessarily simplified to enable skill acquisition within pedagogical contexts. This tension proves particularly significant in industrial vocational training, where communication directly influences safety and operational effectiveness. Developing communication skills through classroom simulation, while providing essential preparation, benefits from strategic combination with authentic workplace engagement to develop the judgement, adaptability, and contextual sensitivity required for effective professional practice (Billett, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2001\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). The vocational programme examined here navigated these considerations by combining structured academic preparation with progression toward technical training conducted in simulated workplace environments, creating graduated pathways from initial skill development to increasingly authentic professional contexts.\u003c/p\u003e \u003cp\u003eThe concept of simulated authenticity carries important implications for vocational programme design. Rather than viewing authenticity as binary\u0026mdash;either authentic or inauthentic\u0026mdash;educators might conceptualise it as multi-dimensional and graduated, with different programme components achieving different authenticity levels across task, contextual, and consequential dimensions. This perspective suggests designing deliberate \u0026lsquo;authenticity gradients\u0026rsquo; wherein learners progress from simplified, pedagogically structured activities to increasingly complex, consequential approximations of professional practice, culminating in actual workplace engagement. Such graduated approaches acknowledge that perfect authenticity proves unachievable within educational settings (Billett, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Gulikers et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) while recognising that educational approximations provide essential preparation for workplace participation. The question becomes not whether educational activities achieve full authenticity but whether they create developmental trajectories toward authentic participation, with each stage building capabilities required for the next. This reframing shifts focus from achieving authenticity to designing pathways toward it, recognising that educational peripheral participation constitutes one stage in longer trajectories toward full professional participation (Lave \u0026amp; Wenger, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). The findings from this study suggest that the vocational English programme successfully established such foundations, with trainers confirming graduates\u0026rsquo; readiness for technical training while identifying specific areas where enhanced workplace integration could further strengthen preparation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Reconceptualising Legitimate Peripheral Participation\u003c/h2\u003e \u003cp\u003eTraditional Situated Learning theory emphasises Legitimate Peripheral Participation within authentic workplace communities (Lave \u0026amp; Wenger, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). However, formal vocational education introduces an additional layer requiring theoretical elaboration: educational peripheral participation that precedes workplace peripheral participation. Researchers have noted tensions between Situated Learning\u0026rsquo;s apprenticeship origins and its application to formal educational settings, where institutional structures necessarily create distance from authentic workplace communities (Fuller \u0026amp; Unwin, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). Learners must first achieve legitimacy in educational communities (demonstrating competence in classroom tasks, passing assessments, completing programmes) before gaining access to workplace communities where they can begin authentic peripheral participation.\u003c/p\u003e \u003cp\u003eThis two-stage peripheral participation\u0026mdash;educational followed by workplace\u0026mdash;creates potential discontinuities requiring explicit pedagogical attention. Skills developed through educational peripheral participation may transfer effectively to workplace peripheral participation when alignment exists between educational preparation and professional demands, yet misalignments can create transitional challenges. The vocabulary gap identified in this research exemplifies such discontinuity: trainees achieved full participation in English classroom communities by mastering general business terminology and developing strong foundational communication competencies, yet although trainers confirmed graduates were \u0026lsquo;well equipped, well prepared\u0026rsquo; for workplace entry, participants identified specific areas where contextual elements required enhancement, particularly regarding specialised technical vocabulary alignment with job-specific terminology. As one trainer noted, whereas trainees \u0026lsquo;can utter the words, they know the meaning\u0026rsquo;, some required additional exposure to discipline-specific technical jargon encountered in workplace contexts. This pattern suggests opportunities existed for deeper integration of industry-specific terminology while maintaining the programme\u0026rsquo;s success in developing foundational communication competencies.\u003c/p\u003e \u003cp\u003eDesigning effective pathways requires explicit attention to continuity between educational and workplace peripheral participation. Rather than treating classroom learning as merely preparatory\u0026mdash;something completed before \u0026lsquo;real\u0026rsquo; learning begins\u0026mdash;vocational programmes might conceptualise educational activities as initiating peripheral participation trajectories that continue seamlessly into professional contexts. This requires several design elements: curriculum content explicitly informed by actual workplace communication demands rather than educator assumptions about professional requirements; learning activities that mirror not just workplace tasks but also workplace social dynamics, time pressures, and consequence structures; assessment criteria aligned with workplace standards rather than purely academic measures; and formal transitions facilitating movement from educational to professional communities rather than abrupt shifts between disconnected contexts. Learners experience school-based and workplace learning pathways as distinct rather than parallel routes, with significant discontinuities shaping peripheral participation trajectories (Rintala \u0026amp; Nokelainen, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Such design approaches position educational peripheral participation as the foundation of, rather than alternative to, workplace peripheral participation, creating continuity rather than discontinuity in learners\u0026rsquo; developmental trajectories from educational novices to workplace professionals.\u003c/p\u003e \u003cp\u003eEffective vocational education thus requires carefully designed pathways connecting educational and workplace peripheral participation. Rather than viewing classroom learning as preparation for eventual workplace entry, programmes might conceptualise education as the first stage of workplace peripheral participation itself, with educational activities deliberately structured to initiate trajectories that continue seamlessly into professional contexts. This requires not merely authentic tasks but authentic connections between educational and professional communities, ensuring that competencies developed in classroom contexts transfer meaningfully to workplace participation. The findings from this study demonstrate that the vocational English programme successfully established such foundations in several key areas\u0026mdash;trainers confirmed graduates demonstrated strong oral communication competencies with \u0026lsquo;huge improvement in communication skills\u0026rsquo; and \u0026lsquo;smooth transitions into technical training\u0026rsquo;\u0026mdash;while simultaneously identifying specific opportunities for enhanced integration of industry-specific terminology to further strengthen the continuity between educational preparation and workplace participation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e5.3 Industry-Specific Authenticity Requirements\u003c/h2\u003e \u003cp\u003eThe vocabulary gap illuminates a broader issue: achieving authentic workplace preparation requires industry-specific rather than generic vocational education. Whereas general business English develops valuable foundational communication competencies, specialised technical communication required in particular industrial sectors demands more targeted preparation (Basturkmen, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Hyland, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Oil and gas operations demand distinctive terminology, communication protocols, and safety language that general vocational curricula cannot fully address. Trainers confirmed that graduates demonstrated strong oral communication competencies and achieved \u0026lsquo;smooth transitions into technical training\u0026rsquo;, indicating the programme successfully established foundational workplace readiness. However, participants across stakeholder groups identified opportunities for enhanced integration of industry-specific terminology to strengthen the alignment between academic preparation and workplace demands, particularly regarding the specialised technical vocabulary characterising specific job tracks within the sector.\u003c/p\u003e \u003cp\u003eThis finding extends Situated Learning theory by highlighting that authenticity itself is contextually specific: what constitutes authentic workplace preparation varies substantially across professional domains, requiring vocational programmes tailored to particular industrial sectors\u0026rsquo; distinctive communication demands. Standardised curricula seeking broad applicability paradoxically undermine authenticity by failing to address the contextually specific language practices characterising particular workplace communities. The programme\u0026rsquo;s success in developing general workplace communication competencies\u0026mdash;evidenced by trainees\u0026rsquo; reported familiarity with industry terminology facilitating their transition into technical contexts\u0026mdash;demonstrates that foundational authenticity was achieved, while simultaneously revealing that deeper industry-specific authenticity requires more granular attention to sector-specific terminology and communication protocols.\u003c/p\u003e \u003cp\u003eAchieving industry-specific authenticity requires collaboration between educational institutions and industry organisations, with curriculum development informed by actual workplace language demands rather than generic assumptions about professional communication (Dudley-Evans \u0026amp; St John, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1998\u003c/span\u003e; Hyland, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). This collaboration might involve industry professionals contributing to curriculum design, authentic workplace documents serving as learning materials, and regular feedback from employers regarding graduates\u0026rsquo; communication competencies informing ongoing programme refinement.\u003c/p\u003e \u003cp\u003eEffective industry-education collaboration requires moving beyond superficial partnerships towards deep curriculum co-development. Industry professionals possess expertise regarding authentic workplace communication demands but may lack pedagogical knowledge for translating those demands into educational programmes. Educators understand learning processes and instructional design but may lack current workplace knowledge (Billett, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Fuller \u0026amp; Unwin, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). Productive collaboration requires recognising these complementary expertise areas, with industry partners contributing authentic materials, workplace scenarios, and validation of communication standards while educators translate these inputs into scaffolded learning progressions appropriate for developing learners. Reiser (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) identifies structuring and problematising as key scaffolding mechanisms, wherein effective scaffolds reduce task complexity while maintaining cognitive demand, gradually transferring responsibility to learners as competence develops. Regular programme review involving both educators and industry representatives ensures continued alignment as workplace practices evolve, maintaining authenticity over time rather than allowing curriculum to ossify around outdated workplace models. Such ongoing collaboration positions vocational programmes as dynamic responses to evolving professional demands.\u003c/p\u003e \u003c/div\u003e"},{"header":"6. Practical Implications for Vocational Education","content":"\u003cp\u003eThe findings of this study carry significant implications for multiple stakeholder groups involved in vocational education. The following recommendations address curriculum designers, institutional leaders, industry partners, and educators seeking to enhance the authenticity and effectiveness of technology-enhanced vocational programmes. Each recommendation connects directly to empirical findings while acknowledging contextual variations that may require local adaptation.\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Implications for Curriculum Designers and Administrators\u003c/h2\u003e \u003cp\u003eCurriculum designers should implement strategic skill allocation approaches leveraging the inherent strengths of different blended learning modalities. Synchronous face-to-face interaction proves particularly valuable for developing oral communicative competencies while asynchronous digital engagement supports written skill development through iterative revision. Oral communication skills require face-to-face instruction affording authentic interaction opportunities and immediate feedback, whereas written skills benefit from combined self-directed practice enabling revision with classroom feedback providing contextualisation. Technical vocabulary development requires integrated approaches combining initial exposure through self-directed study with contextualisation and application through face-to-face instruction and, crucially, authentic workplace materials. Industry-specific content development should be prioritised, ensuring materials reflect authentic workplace communication demands rather than generic business English. This requires moving beyond textbook assumptions about professional communication toward empirically grounded understanding of actual workplace language use. Modular curriculum structures accommodating different specialisation requirements while retaining core communicative competencies enable both standardisation and customisation, balancing efficiency with authenticity. Assessment strategies should incorporate authentic workplace communication evaluation alongside standardised testing, potentially through portfolio approaches documenting progress across diverse professional communication tasks, workplace simulation assessments, and industry partner validation of communication competencies.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e6.2 Implications for Institutional Leaders\u003c/h2\u003e \u003cp\u003eInstitutional leaders should invest in both technological infrastructure and teacher professional development, recognising that effective technology integration requires not merely purchasing platforms but developing educator capacity for purposeful pedagogical use. Effective transfer of technology-enhanced teaching practices requires authentic workplace learning experiences for VET teachers themselves, supported by collaborative professional communities. Platform stability, technical support, and thoughtful AI integration require sustained institutional commitment beyond initial technology adoption. Flexible curricular structures must be supported through policies enabling programmes to adapt to changing industry requirements while maintaining educational quality standards. Strategic partnerships with industry organisations should be formalised through collaborative agreements specifying mutual responsibilities for curriculum development, resource sharing, and graduate feedback. Quality assurance systems should incorporate multiple evaluation methods capturing both learning outcomes and stakeholder satisfaction, moving beyond test scores to encompass workplace readiness assessment.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003e6.3 Implications for Industry Partners\u003c/h2\u003e \u003cp\u003eIndustry organisations should engage actively in vocational education partnerships by providing authentic learning materials, workplace observation opportunities, and expert input into curriculum development. This involvement ensures training programmes reflect current industry practices whilst providing educational institutions access to authentic professional contexts unavailable through academic resources alone. Structured feedback mechanisms should provide educational institutions regular information about graduate performance in workplace communication contexts, potentially through formal assessment of communication competencies during early employment, identification of skill gaps requiring further training, and ongoing dialogue about evolving industry communication requirements. Investment in collaborative training initiatives\u0026mdash;workplace-based learning opportunities, guest expert programmes, shared simulation facilities\u0026mdash;can enhance training authenticity while strengthening industry-education relationships and ensuring continued programme relevance to workplace demands.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e6.4 Implications for Teachers and Trainers\u003c/h2\u003e \u003cp\u003eTeachers implementing blended learning should prioritise facilitative approaches supporting knowledge construction across modalities rather than traditional transmission models. This requires developing roles as guides and scaffolders helping learners navigate between individual and collaborative learning experiences. Professional development should focus on strategies for creating authentic contexts across face-to-face and self-directed components while developing competence in purposeful technology integration that enhances rather than replaces meaningful human interaction. Teachers should develop approaches for sustaining learner motivation across modalities, creating clear connections between self-directed tasks and face-to-face applications whilst providing regular feedback supporting continued engagement and authentic skill development.\u003c/p\u003e \u003c/div\u003e"},{"header":"7. Limitations and Future Research","content":"\u003cp\u003eSeveral limitations qualify these findings. The single-case design focusing on one industrial sector limits generalisability to other vocational domains where communication demands, workplace cultures, and technology integration patterns may differ substantially. Cross-sectional data collection captured participants at different stages rather than tracking individuals longitudinally through their learning trajectories, limiting insights into how peripheral participation unfolds over extended time periods. Additionally, the study examined learners\u0026rsquo; and educators\u0026rsquo; perspectives without directly observing workplace communication or gathering employers\u0026rsquo; assessments of graduates\u0026rsquo; professional competencies, limiting understanding of actual skill transfer to authentic professional practice.\u003c/p\u003e \u003cp\u003eFuture research should examine simulated authenticity across diverse vocational domains to determine which findings reflect general principles and which prove context-specific. Longitudinal studies tracking learners from educational peripheral participation through workplace peripheral participation to full professional membership could illuminate how authenticity limitations influence long-term professional development. Comparative research examining different technology integration approaches could clarify which digital mediation strategies effectively support authentic workplace preparation versus which create counterproductive dependencies. Finally, research incorporating employers\u0026rsquo; perspectives alongside educational stakeholders\u0026rsquo; views would provide more comprehensive understanding of authenticity\u0026rsquo;s influence on workplace readiness.\u003c/p\u003e \u003cp\u003eThis research demonstrates that achieving authentic workplace preparation through technology-enhanced vocational education requires more than realistic tasks or digital simulations. It demands careful attention to authenticity across multiple dimensions, strategic technology integration balancing mediation benefits against dependency risks, industry-specific curriculum tailoring reflecting particular sectors\u0026rsquo; distinctive demands, and deliberate connection-building between educational and workplace Communities of Practice. Vocational education must create not just simulated authenticity but genuine pathways from educational peripheral participation to authentic workplace participation, ensuring that classroom competencies transfer meaningfully to professional practice.\u003c/p\u003e"},{"header":"8. Conclusion","content":"\u003cp\u003eThis research extends Situated Learning theory by examining how its core principles\u0026mdash;Legitimate Peripheral Participation, Communities of Practice, and authentic learning contexts\u0026mdash;manifest within technology-enhanced vocational education. Three theoretical contributions emerge. First, the concept of \u0026lsquo;simulated authenticity\u0026rsquo; describes technology-mediated learning experiences that approximate workplace participation without fully replicating its complexity, highlighting authenticity as multi-dimensional rather than binary. Second, the two-stage peripheral participation framework recognises that vocational learners must achieve legitimacy in educational communities before accessing workplace communities, with discontinuities between these stages potentially undermining preparation effectiveness. Third, technology\u0026rsquo;s mediating role proves more complex than previously recognised, with digital tools simultaneously enabling valuable learning opportunities and potentially creating dependencies undermining independent competence.\u003c/p\u003e \u003cp\u003ePractical implications follow from these theoretical insights. Vocational programmes should explicitly address authenticity across multiple dimensions\u0026mdash;task, contextual, and consequential\u0026mdash;rather than assuming that realistic tasks alone constitute authentic preparation. Curricula require industry-specific tailoring reflecting particular sectors\u0026rsquo; distinctive communication demands rather than generic business language. Technology integration should strategically balance digital mediation\u0026rsquo;s benefits against risks of dependency, with automated assistance positioned as temporary scaffolding supporting independent skill development rather than permanent support enabling task completion. Finally, educational and industry partnerships prove essential for creating authentic connections between classroom peripheral participation and workplace peripheral participation, ensuring that competencies developed educationally transfer meaningfully to professional contexts.\u003c/p\u003e \u003cp\u003eThe concept of \u0026lsquo;simulated authenticity\u0026rsquo; offers a productive framework for thinking about technology\u0026rsquo;s role in vocational education\u0026mdash;neither rejecting technological mediation as inherently inauthentic nor accepting it uncritically as necessarily enhancing learning. Instead, it positions technology as creating particular forms of authenticity achievable in educational contexts while acknowledging their limitations compared to genuine workplace participation. This nuanced perspective enables strategic technology integration decisions based on understanding what different tools can and cannot accomplish regarding authentic workplace preparation. Future vocational programme development should build on these insights, designing technology integration approaches that leverage digital tools\u0026rsquo; affordances while mitigating their limitations, creating pathways from simulated to genuine professional participation rather than treating simulation as adequate endpoint.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study received ethical approval from the relevant institutional research ethics committee. All participants provided informed consent prior to data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAnderson, J. R., Reder, L. M., \u0026amp; Simon, H. A. 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Managing relationships in everyday practice: The case of strong disagreement in Mandarin. \u003cem\u003eJournal of Pragmatics\u003c/em\u003e, 64, 85\u0026ndash;101. https://doi.org/10.1016/j.pragma.2014.01.010\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Situated Learning, Legitimate Peripheral Participation, vocational education, authentic learning, workplace learning, blended learning","lastPublishedDoi":"10.21203/rs.3.rs-8817222/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8817222/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eSituated Learning theory emphasises authentic workplace contexts as fundamental to effective vocational education, yet technology-enhanced learning environments present unique challenges in achieving genuine authenticity. This qualitative study examines how Legitimate Peripheral Participation and Communities of Practice principles manifest within a blended learning programme for vocational English in Saudi Arabia\u0026rsquo;s oil and gas industry. Drawing on interviews and focus groups with 36 participants\u0026mdash;students, teachers, trainees, and trainers\u0026mdash;the research reveals critical gaps between academic language instruction and industry-specific workplace communication demands. Findings demonstrate that while learners progressed from peripheral to more central participation roles, authentic workplace preparation remained constrained by misalignment between general business vocabulary and technical terminology required in specialised industrial contexts. The study introduces the concept of \u0026lsquo;simulated authenticity\u0026rsquo; to describe technology-mediated learning experiences that approximate but cannot fully replicate workplace complexity. Results indicate that technology enabled valuable preparatory participation in workplace-like scenarios, yet over-reliance on automated assistance sometimes undermined authentic skill development. These findings extend Situated Learning theory by illuminating how digital mediation creates alternative pathways for workplace preparation while simultaneously highlighting authenticity limitations. The research offers practical implications for designing vocational programmes that strategically combine technology-mediated preparation with authentic workplace engagement, creating gradual pathways from simulated to genuine professional participation.\u003c/p\u003e","manuscriptTitle":"Authentic Workplace Learning in Technology-Enhanced Vocational Education: Examining Situated Learning Principles in Industrial English Training","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-10 07:03:57","doi":"10.21203/rs.3.rs-8817222/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"a332e367-2bbb-4843-9147-187a1e767f9e","owner":[],"postedDate":"February 10th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-02-18T11:27:26+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-10 07:03:57","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8817222","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8817222","identity":"rs-8817222","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}