The increasing integration of information technology into vocational education has transformed the roles of teachers and students and expanded the settings in which teaching and learning occur. Teachers are increasingly expected to serve as organizers, mentors, and facilitators, while students are encouraged to assume more active roles through independent inquiry, collaborative learning, and the use of digital resources. This study presents a student-centered instructional framework for integrating information technology into vocational education and reports descriptive findings from a questionnaire completed by 258 full-time teachers at a vocational education college. The proposed framework draws on the SQD and TPACK models and emphasizes clearly defined learning objectives, authentic learning situations, digital-resource development, task-oriented instruction, collaborative learning, formative evaluation, and continuous instructional refinement. The descriptive results indicate that 69% of the respondents were women and that 79% were 40 years of age or younger. Regarding academic qualifications, 49% held bachelor’s degrees and 40% held master’s degrees or higher. Most respondents reported favorable attitudes toward information technology-supported teaching, and the reported mean score across five attitude and awareness items was 1.7. Teachers demonstrated varying levels of familiarity with word-processing applications, online teaching platforms, communication tools, multimedia equipment, image- and audio-processing applications, animation software, and virtual-simulation systems. Online technologies were used most frequently to provide learning resources and notices, while online testing was comparatively less common. These findings provide a descriptive account of teachers’ attitudes, technical competencies, and instructional practices and support the development of a more systematic approach to information technology-enhanced vocational education. However, because the analysis is descriptive and based on one institutional setting, the findings should not be interpreted as causal evidence that information technology independently improves teaching quality or student outcomes. Further research should employ validated instruments, clearly documented sampling procedures, multiple institutions, and direct measures of teaching and learning outcomes.
