Andri Setiyawan, Soeharto Soeharto, Wahid Yunianto, Adi Nur Cahyono, Houssam Kasti, Zsolt Lavicza
This study explores the industrial perspective on the role of orthographic projection engineering drawing within Vocational High Schools (VHS), a representative secondary-level institution in Technical and Vocational Education and Training (TVET). The research examines how orthographic projection supports students’ preparedness for future careers in the automotive and mechanical industrial sectors. Conducted in 2024, the study employed qualitative design using semi-structured interviews with five experienced industrial practitioners selected through purposive sampling. These practitioners, working in prominent automotive and mechanical companies in Indonesia, provided insights into the skills expected of VHS graduates. Thematic analysis revealed three central themes: foundational technical skills, career readiness and skills application, and cognitive and analytical growth. Findings indicate that mastery of manual orthographic drawing significantly strengthens essential technical competencies, directly supports career-specific tasks, and enhances spatial reasoning and problem-solving abilities. The integration of manual drawing techniques with digital tools prepares students to meet the evolving demands of modern industry by fostering both adaptability and proficiency across analog and digital workflows. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
School of Education, Johannes Kepler University Linz, Linz Linz, Austria; Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Semarang, Surakarta, Indonesia; Research Center for Education, National Research and Innovation Agency (BRIN), Jakarta, Indonesia; Research Center of Educational Technologies, Azerbaijan State Economic University (UNEC), Baku, Azerbaijan; Department of Mathematics Education, Universitas Negeri Semarang, Surakarta, Indonesia; Department of General Studies, Qatar University, Doha, Qatar
