Integrating Technical Skills, Soft Skills, and Digital Technology in Culinary Vocational Education: A Deep Learning Model for Industry 5.0

Herlina Tri Wulandari; Heri Susanto; Harun Joko Prayitno; Indri; Bayu Wardhana; Fajar Riza Ul Haq

doi:10.23917/jdl.v2i1.12927

Authors

Herlina Tri Wulandari Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Heri Susanto Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Harun Joko Prayitno Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Indri Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Bayu Wardhana Faculty of Bussiness and Law, Universitas Bali Internasional Muhammadiyah
Indonesia
Fajar Riza Ul Haq Faculty of Social Science, Universitas Muhammadiyah Sukabumi
Indonesia

DOI:

https://doi.org/10.23917/jdl.v2i1.12927

Keywords:

vocational education, culinary learning, integrated culinary deep learning model, meaningful engagement, meaningful learning

Abstract

The emergence of Industry 5.0 requires vocational education to integrate technical competencies with human-centered skills such as creativity, collaboration, and adaptability, supported by digital technology. However, culinary vocational learning remains fragmented, with these components often developed separately. This study aims to develop an integrative conceptual model to address this gap. This research adopts a qualitative conceptual approach supported by a systematic literature-based synthesis. Data were collected from Scopus, Google Scholar, and SINTA using structured keywords. The selected studies were analyzed through content analysis and thematic synthesis to identify key components and relationships for model development. The study proposes the Integrated Culinary Deep Learning Model (ICDLM), which consists of four core dimensions: culinary technical skills, soft skills (creativity and collaboration), digital technology integration, and project-based learning. These components are structured as an interconnected system that enables holistic and meaningful learning. The findings indicate that integrative approaches are more effective than fragmented methods in developing higher-order competencies such as critical thinking, adaptability, and innovation. Theoretically, this study contributes an integrative framework for vocational education. Practically, the ICDLM model provides guidance for designing adaptive and industry-relevant culinary learning. Future research is recommended to empirically validate the model.

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