From 9–13 February 2026, fifteen TVET teachers from plumbing, motorcycle servicing, and administrative servicing (C1) gathered at the Polytechnic Institute of Pursat Province (PIPP) for a five-day scriptwriting workshop organized in collaboration with the Department of Standards and Curriculum (DGTVET/MLVT) under the Digital Learning Materials for TVET (DLM4TVET) project. Before filming begins, teachers build the foundation: defining learning objectives, structuring content, and planning each explanation. This process marks an important shift — digital transformation in learning and teaching begins not with cameras, but with how teachers design learning.
In many TVET classrooms, learning relies heavily on live demonstrations, where teachers guide students step by step through technical tasks such as assembling plumbing joints, explaining engine components, or performing administrative procedures. Because technical skills are visual, complex, and sequential, explaining them through words alone can be challenging, especially for students with different learning speeds or limited prior exposure. As a result, teachers often need to repeat demonstrations to ensure students clearly understand each step and perform tasks accurately.
The workshop introduced teachers to key digital learning concepts and the WAIPA scriptwriting framework — Welcome, Activation, Informing, Process, and Analyse — to support competency-based and flipped classroom approaches. Through hands-on practice, participants learned to structure learning videos by breaking technical tasks into clear, logical steps, helping ensure students understand essential concepts and safety procedures before practical work begins.
Although filming has not yet begun, teachers are already considering how digital learning materials could support classroom instruction. In technical training, demonstrations often move quickly and important details can be easily missed, requiring teachers to repeat the process. Learning videos with close-up visuals and structured explanations can help address this challenge by allowing students to pause, replay, and review specific steps before or after class, helping them better prepare for hands-on practice.
Structured digital learning materials are becoming an important part of modern TVET training, supporting blended and flipped learning while giving students more opportunities to review and prepare. For the teachers participating in the scriptwriting workshop in Pursat, the process begins with careful planning — transforming their technical expertise into clear, structured scripts and digital content to create a more learner-centred training approach that ultimately benefits students.