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Abstract

This study presents a comprehensive analysis of personality traits and learning skills among Technical and Vocational Education and Training (TVET) learners, leveraging advanced feature engineering and robust statistical methods. The primary objective is to investigate the influence of personality traits on learning outcomes and map these traits to specific skills across various TVET trades. Using a four-step methodology, we collected demographic data and Big Five Inventory (BFI) personality trait scores from 1,076 trainees across eleven Vocational Training Institutes (VTIs), specializing in eighteen distinct trades. Descriptive statistics, Spearman’s rank correlation analysis, and trade-specific BFI numerical scaling were employed to examine the relationship between personality traits and skill proficiency. Key findings reveal: (i) significant correlations between specific personality traits and trade proficiency, with notable variations across age and gender groups, and (ii) successful skill-to-trade mapping using BFI traits. These results highlight the potential of personality-aware approaches in vocational training to enhance occupational diversity and economic integration. By demonstrating the importance of aligning individual traits with skill development, this study contributes to the growing discourse on personalized vocational education. Future research should explore longitudinal studies to assess the long-term impact of personality traits on skill acquisition, career progression, and adaptability in vocational settings.