A Socio-Technical Activity Ecology for Networking Education in TVET: Integrating Activity Theory and Activity-Centered Analysis and Design

Computer networking is increasingly recognized as an essential competency across Technical and Vocational Education and Training (TVET), yet its instruction for non-specialist learners often emphasizes procedural knowledge rather than authentic vocational learning. This conceptual paper proposes a socio-technical activity ecology framework by integrating Cultural-Historical Activity Theory and Activity-Centered Analysis and Design (ACAD). The framework conceptualizes networking learning as an interaction among learners, technological artifacts, learning tasks, social arrangements, and institutional contexts. By synthesizing these perspectives, the study offers a coherent theoretical foundation for curriculum design, laboratory development, assessment innovation, and future empirical research in TVET networking education.

Activity Theory; Activity-Centered Analysis And Design; TVET; Computer Networking Education; Socio-Technical Learning; Networking Simulation; Learning Design

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