Abstract

Deep learning is a central goal in vocational computer education because students need to move beyond procedural software operation toward understanding, transfer, and problem solving in practical contexts. This study reports the development and classroom implementation of an ICAP-based teaching design for a vocational Computer Application Fundamentals course. Focusing on the Excel data-processing module, the design organized learning activities around the four engagement modes of the Interactive-Constructive-Active-Passive framework. A six-week implementation guided 58 students from observation and guided operation to independent report construction, peer review, collaborative revision, and reflection. Classroom data included pre- and post-tests, a transfer task, weekly ICAP-coded observation records, student work rubric scores, peer feedback checklists, reflection worksheets, and a short deep learning self-report. The classroom evidence showed an increase from pre-test to post-test scores, acceptable quality in final Excel reports, and a gradual shift from passive and active engagement toward constructive and interactive engagement. Because the study used one intact class without a comparison group, the findings are interpreted as classroom implementation evidence rather than definitive causal evidence. The study offers a practical instructional model for integrating digital skill development and deeper cognitive engagement in vocational education.

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