Modeling of Domain-Specific Competence Among Technicians (EQF 6) at Higher Education Facilities in Germany and Integration Thereof in Ackerman’s PPIK Theory as a Possible Framework

The present study focuses on the structure of domain-specific competence among technicians (EQF 6) at vocational schools in Germany. In a smaller sample (n = 243), domain-specific competence had already emerged as a multidimensional construct. Domain-specific competence can be subdivided into content knowledge and analytic problem-solving competence. Content knowledge turned out to be a two-dimensional construct and analytic problem-solving competence a five-dimensional construct. Content knowledge and fluid intelligence showed significant standardized regressions on the dimensions of problem-solving. The regressions of content knowledge on problem-solving were the strongest (cf. Walker & Huester, Applied degree education and the future of learning, Springer, 2022). Can the structure of domain-specific competence be confirmed in the larger sample? And how can the students’ professional interest be adequately taken into account according to Holland (Making vocational choices: A theory of vocational personalities and work environments, Psychological Assessment Resources, 1997)? Six colleges (EQF 6) participated in the pretest (n = 375). Most of the data was collected via the digital learning platform Moodle. The data analysis is performed using SEM with Mplus. Results: Content knowledge and analytical problem-solving competence are multidimensional. The highest regressions in terms of analytical problem-solving competence are obtained for multidimensional content knowledge as outlined in the PPIK theory  (Ackerman, 1996, pp. 227–257).