Hybrid Craft Training in Vocational Education: Integrating E-Learning and VR in Glassblowing Apprenticeships

This article reports an exploratory, small-cohort mixed-methods case study of how an e-learning platform and a virtual reality (VR) workshop simulator can be integrated into a traditional craft apprenticeship without displacing workshop-based learning. Drawing on the Craeft glassblowing Pilot 1 at the European Centre for Research and Training in Glassmaking (CERFAV), it reports a two-phase mixed-methods study contrasting a Traditional Augmented (TA) group, which used a Craeft e-learning platform and a VR glassblowing simulator, with a Traditional (T) control group following the standard Certificate of Professional Competence (CPC) program. Quantitative data from formative assessments and CPC examination results are combined with qualitative feedback, satisfaction surveys, self-assessment questionnaires, and interviews with apprentices and trainers. In Phase 1, where digital tools were deployed in a separate mode alongside existing instruction, the e-learning platform was perceived as pedagogically valuable, but descriptive differences in assessment outcomes were limited and uneven, with greater score dispersion in the TA group. In Phase 2, redesigned hybrid usage scenarios assigned distinct and complementary roles to the e-learning platform, VR, and workshop practice within an iterative learning cycle, and the descriptive results suggest more consistent patterns of higher scores for the TA group in cross-cutting theoretical subjects, with less variance in their scores. Qualitative analyses show that apprentices adopt a pragmatic stance towards digital tools, using the e-learning platform primarily for revision and exam preparation and VR for workshop discovery and tool recognition, while maintaining a strong attachment to material practice. The study suggests that, in small, high-stakes craft VET program, the perceived value of virtual learning environments depends less on their intrinsic properties than on their orchestration within coherent hybrid designs and on trainers’ capacity to align them with authentic tasks and assessment regimes. All findings should be interpreted as exploratory given the small sample size (n < 20), non-random group assignment, and potential self-selection biases.