Vocational Language Teachers' Perceptions on Utilizing ICT Tools in Teaching. Contribution to Knowledge Management in Education
Authors: BEŠIĆ-VUKAŠINOVIĆ Doloris 
Published: October 2024

Traditional teaching methods often lack the necessary interaction and motivation to engage students in vocational language learning effectively. In response, educators are increasingly turning to information and communication technologies (ICT) to enhance teaching practices and student motivation. This paper explores the experiences and attitudes of vocational language teachers towards the integration of ICT tools in teaching, with a focus on their role in knowledge management within educational contexts. Drawing on the principles of knowledge management, this chapter investigates how the adoption of ICT tools contributes to the creation, sharing, and utilisation of knowledge in vocational language teaching. Through qualitative research methods, including interviews and surveys, the attitudes and perceptions of vocational language teachers towards ICT integration are examined.The findings reveal that vocational language teachers exhibit positive attitudes towards the application of ICT tools in teaching, recognising their potential to improve the presentation of teaching materials, increase course engagement, and expand students' knowledge. Moreover, teachers acknowledge the role of ICT tools in streamlining administrative tasks, thereby enhancing efficiency and resource utilisation.Furthermore, the study identifies the key advantages of ICT integration in vocational language teaching from a knowledge management perspective. These include the facilitation of knowledge dissemination, collaboration, and innovation among educators, as well as the empowerment of students through access to diverse learning resources and interactive learning experiences. Overall, this research highlights the significance of ICT tools in promoting knowledge management practices within vocational language teaching. By embracing technology-driven approaches, educators can optimise teaching practices, foster collaboration, and ultimately enhance student learning outcomes in vocational language education.&nbsp;Keywords: teacher; ICT tools; English for specific purposes; knowledge management.JEL Classification: I23; O33; O36.Cite this chapter: Bešić-Vukašinović, D. (2024). Vocational Language Teachers' Perceptions on Utilizing ICT Tools in Teaching. Contribution to Knowledge Management in Education. In: Knowledge Management in Economy, Technology and Education, N. Perić and O. Arsenijević (Eds.). (pp. 249 - 270). Book Series Socio-Economics, Research, Innovation and Technologies (SERITHA). RITHA Publishing. https://doi.org/10.57017/SERITHA.2024.KM-ETE.ch10&nbsp;Chapter’s history: Received 3rd of July, 2023; Revised 7th of August, 2023; Accepted for publication 19th of December, 2023; Published 30th of July, 2024.&nbsp;About the Author:PhD Doloris C. Bešić-Vukašinović, professor of the English language and literature, has been teaching EFL (ESL &amp; ESP) since 2007. Her scientific field covers applied linguistics and psychology, while the narrower scientific field implies English language teaching methodology and pedagogical psychology. Doloris Bešić-Vukašinović focused a significant part of her total engagement on scientific research and professional activity, building her scientific and professional profile based on modern, dynamic, and developmental achievements in the science of foreign languages, while dealing with a wider range of issues that are complementary to the areas, she mainly studies. Her scientific research work is focused on the following areas: Teaching Methods; English for Specific Purposes; Modern Technologies in Teaching Foreign Languages, E-education, and distance education; Cognitive Linguistics; Contact Linguistics; Contrastive Analysis; Rhetoric and Public Relations (Marketing Communication); Management in Education. She is a member of the English Language Teacher Association (ELTA), as well as a member of the Scientific Committee of the CCHE 2024 Conference.