Research Article
Interdisciplinary Knowledge Integration and Application as a Cognitive Competence: A Developmental Model Within the VFC Framework
Mohammad Moharram,
Abdullah Hussein Salem
,
Yasser Nasr Eldin,
Wael Ahmed Abdalla*
Issue:
Volume 12, Issue 2, December 2026
Pages:
26-39
Received:
9 February 2026
Accepted:
24 February 2026
Published:
8 July 2026
DOI:
10.11648/j.ijvetr.20261202.11
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Abstract: This paper conceptualizes Interdisciplinary Knowledge Integration and Application (IKIA) as a critical cognitive competence within the Cognitive Psychology Dimension of the VFC Competence Framework. In response to increasing demands for interdisciplinary problem-solving in education and workforce development, IKIA is positioned as a developmental construct that enables learners to synthesize, abstract, and transfer knowledge across disciplinary boundaries. Grounded in schema theory, experiential learning, cognitive load theory, and knowledge transfer models, the study explains how IKIA supports higher-order cognitive processing and adaptive expertise. The research applies the VFC’s KSAH model—Knowledge, Skills, Attitudes, and Habits—to systematically map the progression of IKIA from novice-level awareness to expert-level integration, innovation, and leadership. Using thematic synthesis and an analysis of empirical micro-cases, the paper illustrates how IKIA manifests cognitively, psychologically, and socially in real-world learning and professional contexts. In addition, the study examines the interaction between IKIA and complementary competencies, particularly Collaborative Intelligence & Influence (CI2), highlighting how interdisciplinary integration is strengthened through social collaboration and collective reasoning. The paper concludes by proposing outcome-based learning indicators and outlining future research directions for the assessment, instructional design, and practical application of IKIA. Overall, this work advances the operationalization of interdisciplinary competence by framing IKIA as a measurable and teachable cognitive capacity, contributing to the development of ethically grounded competence-based education models for 21st-century learners.
Abstract: This paper conceptualizes Interdisciplinary Knowledge Integration and Application (IKIA) as a critical cognitive competence within the Cognitive Psychology Dimension of the VFC Competence Framework. In response to increasing demands for interdisciplinary problem-solving in education and workforce development, IKIA is positioned as a developmental c...
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Research Article
Impact of the ALSD II Project on Youth Access to Alternative Learning and Skills Development Centres in Zanzibar
Issue:
Volume 12, Issue 2, December 2026
Pages:
40-51
Received:
19 May 2026
Accepted:
1 June 2026
Published:
17 July 2026
DOI:
10.11648/j.ijvetr.20261202.12
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Views:
Abstract: This study aimed to evaluate the ALSD II project's contribution to improving the accessibility of alternative learning and skills-development training for the targeted youth in Zanzibar. The study was anchored in the CIPPI evaluation model and employed a mixed method approach under the convergent design. The target population comprised 3,432 participants, including 11 ALSD II institutions, 3,237 youth graduates, 180 trainers, 11 institutional coordinators, and 3 staff members from Civil Society Organizations serving as community representatives. The study used total population sampling for the institutions, stratified proportionate sampling for 324 youth graduates and 54 trainers, and total population sampling for three (3) Civil Society Organisation staff to select the sample. Data collection involved questionnaires for quantitative data and interview guides, document analysis, and observation guides for qualitative data. Instrument validity was ensured through expert review by the Department of Psychology and Curriculum Studies at Mwenge Catholic University. A pilot study was conducted with a sample size of 10% of the target population. The reliability of the questionnaires with Likert-type items was confirmed using Cronbach’s Alpha, yielding coefficients of 0.906 for youth and 0.769 for trainers. The trustworthiness of the qualitative data was ensured through triangulation and member checking. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed using thematic analysis. Ethically, clearance letters, research permits, informed consent, confidentiality, anonymity, and proper referencing were strictly observed. Findings show that the ALSD II Project improved access to training centres through increased community awareness, improved infrastructure, strategic placement of centres, flexible entry requirements, and community sensitisation. These factors contributed to increased enrolment and completion rates. However, persistent barriers were identified, including dropout cases, limited disability inclusion, and inadequate financial support, which affected equitable access among vulnerable youth groups. In conclusion, the ALSD II project has enhanced access to Alternative Learning and Skills Development Centres among targeted youth in Zanzibar, with challenges like infrastructure, financial issues, and persistent dropout recorded in every centre. The study recommends that ALSD centres establish robust mechanisms to prevent youth dropout, while the MoEVT should strengthen disability-inclusive infrastructure to improve the equitable distribution and standardisation of access strategies for all targeted youth.
Abstract: This study aimed to evaluate the ALSD II project's contribution to improving the accessibility of alternative learning and skills-development training for the targeted youth in Zanzibar. The study was anchored in the CIPPI evaluation model and employed a mixed method approach under the convergent design. The target population comprised 3,432 partic...
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