Conventional Teaching Factory models in vocational education typically rely on single-industry exposure and static learning structures, limiting students' adaptability to diverse workplace demands and cross-functional teamwork requirements. This study develops and evaluates a rolling-cycle Teaching Factory model (TeFa-R) designed to enhance work-readiness through exposure to multiple industry environments and structured cross-functional competence development.
A modified research and development approach adapted from Borg and Gall was employed to design, validate, and implement the TeFa-R model. The study involved 75 vocational teachers, 255 students, and 55 industry practitioners from 15 vocational high schools across three Indonesian regions (Central Java, Yogyakarta, and West Java). Data were collected using interviews, questionnaires, expert validation instruments, and competency-based assessment rubrics and were analyzed using descriptive statistical techniques.
The TeFa-R model achieved high feasibility ratings across all dimensions: theoretical feasibility (4.5/5.0), practical feasibility (4.1/5.0), effectiveness (4.7/5.0), and innovation (4.8/5.0). Implementation significantly enhanced students' core workplace competencies – technical skills (M = 4.2) and collaboration skills (M = 4.1) – indicating strong alignment with industry requirements. Areas requiring further development included communication (M = 3.7) and creativity (M = 3.6), identifying opportunities for curriculum refinement.
This study extends existing Teaching Factory and industry-based learning frameworks by introducing a structured multi-industry rolling system that supports adaptive, cross-functional competence development. The TeFa-R model provides practitioners and policymakers with a scalable, evidence-based approach for strengthening education-industry alignment and enhancing student work-readiness in vocational education systems across diverse contexts. The findings position TeFa-R as a reference model for adaptive, industry-responsive vocational education design.
