Integrating pre-vocational education to promote identity development in adolescents: An exploration of Erikson's theory

Abstract

This present study is about the relationship between Erikson’s Identity vs. Role Confusion stage and pre-vocational education at the middle school level, specifically evaluating how pre-vocational programmes can support identity development among adolescents. The Identity vs. Role Confusion stage, which lasts from 12 to 18 years of age, is marked by an examination of one's own identity and role. According to research, pre-vocational education which instils practical skills and career-oriented learning is essential for promoting the development of identities because it gives adolescents the chance to experiment with different roles, interests, and skills. According to the literature, students who participate in skill-based learning gain a better understanding of who they are since these experiences give them important information about their interests, strengths, and potential career paths. Psychological development focusing on identity development shows that pre-vocational programmes that integrate Indigenous crafts like crafting and weaving can strengthen cultural pride and identity. Among the psychological theories that affect development in the adolescence period, Erikson’s framework is particularly applicable to guiding pre-vocational education, as it addresses both the social importance of occupational exploration and the psychological need for self-definition. This review emphasises how pre-vocational education can meet the psychological needs of middle-stage students by including culturally relevant and practical skills. Such integration provides a comprehensive strategy that promotes cultural connectedness and self-assurance, which reduces uncertainty about roles and improves the development of adolescent identities. Overall, pre-vocational education proves to be an essential means of fostering identity development throughout this important stage of adolescence.