This paper interprets the theories of Vygotsky through the lenses of creativity in education and learning design using technology. It is important to address the role of the teacher in today’s technology-enhanced classrooms. This initiative has not been addressed, and it may lead to new ways of thinking about creativity in today’s teaching profession. Teachers’ roles have shifted from instructors to designers of effective scenarios for technology-enhanced learning. In this context, teachers need to be able to creatively connect pedagogy, content, and technology in learning design. The work of Vygotsky emphasizes the role of the teacher when assessing the learner’s developmental level, by tailoring the teaching so that it falls within the zone of proximal development. The procedure leads to new knowledge, indicating a creative process. Language as a tool now has new means to be transmitted—new technologies. Considering these connections, questions need to be re-addressed: What is the connection between creativity and the zone of proximal development? How has the learning design field shifted the role of the teacher and how does this relate to (1) the theory of cognitive development from a constructivist perspective and (2) the theory of the zone of proximal development? What are the connections between the new role of the teacher as a designer with creativity and technology in the zone of proximal development? In this paper, we synthesize the knowledge between creativity in learning design using technology and Vygotsky’s theories, concluding with an interpretation of how the teacher can be assisted by his theories and synchronous technologies in creative learning design.

The purpose of this article is to investigate how to design and organize Science, Technology, Engineering and Mathematics (STEM) courses for students of Technical Vocational Education and Training (TVET). Our work has been triggered by the fact that the Greek government following European standards for training has enacted a two-hour STEM course for the first class of the technical high schools. Through an enriched learning environment, we analyze the teaching mechanisms as well as the actions that should be implemented with the intention of supporting vocational educational students to acquire the best preparation for the STEM courses. We present several learning strategies that utilize educational technologies in order for the students and the teachers of TVET to achieve the optimum adaptation.

Technical education mainly focuses on practical training and skills-based learning and pays less attention to the theoretical background of its graduates. The officially instituted curriculum of Greek Vocational High Schools includes a wide range of Specialties among which is the Sector of Maritime Professions. In our proposal, we aim to introduce a new approach to Vocational Education and Training, specifically in the Maritime Professions Sector, by implementing gamification combined with museum education practices and new technologies to create a game about ancient seamanship. The game is an educational structure that includes a virtual space, created in Artsteps, a platform for creating virtual reality exhibitions, and a quiz that by presenting hypothetical scenarios will make students compare the use and function of ancient and modern marine tools thus learning more about maritime history while enjoying themselves. The main goal of our proposal is the development of a strong overall learning experience through gaming that will also broaden students’ knowledge of the history of their future profession and deepen their understanding of its significance and evolution throughout the years. This game was played and evaluated positively during the 2021–2022 school year by 120 Vocational High School students.

Today, the Vocational Education and Training (VET) curriculum in Greece is state-regulated, combining school-based and work-based learning, and it is offered at upper-secondary and post-secondary levels. There is a need to prepare a new agenda for VET in Greece that follows the rapid technological developments of today. Our paper aims to enrich, redefine, and expand the current curricula and educational practices while proposing a complete plan for the overall reformation of VET’s learning conditions from the point of view of teaching and learning analytics. Through the evaluation of the existing changing institutional framework, the updated bibliographic references, and the experiential data of the educational reality, we can understand the expected needs of technological educators and decide how to address the priorities that must be determined. We focus on the preparation of the trainers and the overall redefinition of the role of education in preparing graduates. This paper’s main conclusions offer interpretations for the cognitive orientation of the existing curricula, as well as direction for the thinking and teaching skills of teachers, to build confidence in the prospects of technical education in Greece.

In this paper, we present the initial design and implementation of a Learning Management System (L.M.S.) targeting to support Vocational Lyceum students with their laboratory courses. We address the support of laboratory courses for vocational High School students by proposing an approach through the use of this L.M.S. that is appropriately designed and organized. We describe the needs that are covered on the specific knowledge field, the system capabilities and the planned extensions. We provide a detailed description of the user roles supported, the design and implementation phases of the system as well as the technologies leveraged. A case study on the use of the L.M.S. is also presented. We also present the Artificial Intelligent (A.I.) embedded capabilities which target the learner's personalized experience and support.