Quality of Life of Engineering Educators in Vocational Education and Training

Implications for Vocational and Engineering Pedagogy

Abstract

The study examines the perceived quality of life (QOL) of educators with an engineering background working at different levels of schools using the standardized WHOQOL-BREF questionnaire (containing domains: physical health, psychological health, social relationships, environment, overall QOL, and general health). The study included 76 vocational education and training (VET) educators in Slovakia. Perceived QOL by VET teachers shed light on differences based on gender, age, and level of the school. The results show that teachers generally rate their psychological well-being and social relationships positively, while physical health and overall health received lower ratings, especially among older respondents. No statistically significant differences were found based on gender or school level. Age emerged as the only significant factor, particularly in the environmental domain. A statistically significant difference emerged, with the youngest generation perceiving the QOL more positively than the oldest generation. Beyond descriptive insights, the study highlights the relevance of teacher wellbeing as a critical factor influencing teaching effectiveness, innovation readiness, and the capacity to integrate technological and pedagogical advancements in engineering education. The results suggest that insufficient attention to teachers’ quality of life may limit their ability to adopt modern teaching approaches and respond to the increasing demands of digital and technology-enhanced learning environments. The study contributes to the field of engineering pedagogy by linking educator wellbeing with educational quality and proposes age-sensitive and system-level interventions aimed at supporting sustainable teaching performance in VET and engineering education contexts.