Validating a hierarchical model of design thinking-based innovation readiness in vocational education

Abstract

Innovation competence is increasingly essential in vocational education as industries demand graduates capable of generating innovative solutions beyond technical skills. However, existing studies often assess innovation readiness through fragmented constructs, lacking an integrated framework. This study aims to develop and validate a comprehensive instrument for measuring design thinking–based innovation readiness (DTIR) among vocational students, particularly in seaweed-based food product innovation. Using a quantitative instrument development approach, data were collected from 264 vocational high school students in culinary and agricultural processing programs. The instrument includes seven constructs: healthy food awareness, halal food awareness, food innovation attitude, seaweed product diversification skill, creative and innovative thinking skill, design thinking process skill, and vocational practice skill. The model was analyzed using second-order confirmatory factor analysis (CFA) with the weighted least squares mean and variance adjusted (WLSMV) estimator, demonstrating excellent model fit. All constructs demonstrated strong validity and reliability. The findings confirm DTIR as a hierarchical construct integrating cognitive, affective, and practical dimensions, providing a theoretically grounded and empirically validated instrument that advances multidimensional measurement of innovation readiness in vocational education.