Virtual Museums as Digital Practice Learning Environments in Technical and Vocational Education and Training: A Conceptual Framework

Abstract

Despite the rapid digital transformation of Technical and Vocational Education and Training (TVET), virtual museums have received limited theoretical attention as pedagogical tools for practice-based learning. Most existing studies focus on cultural heritage or museum education, overlooking their potential in vocational contexts. This paper addresses this gap by proposing a conceptual framework that reconceptualizes virtual museums as Digital Practice Learning Environments (DPLEs). Integrating insights from Experiential, Situated, Constructivist, Museum, and Authentic Learning theories, the framework identifies four interconnected characteristics—authenticity, immersion, interaction, and reflection—through which virtual museums support vocational learning. These characteristics allow learners to experience authentic occupational scenarios, construct professional knowledge, and develop practical competence, transcending the limitations of traditional classrooms. By repositioning virtual museums from mere exhibition platforms to active learning environments, the framework provides a theoretical foundation for TVET integration and offers clear guidelines for empirical research and curriculum innovation.