The Impact of Smart Classrooms on Teaching and Learning Quality in Automotive Maintenance Training: A Systematic Literature Review for Vocational Education

Abstract

This study examines the impact of smart classrooms on teaching and learning quality in automotive maintenance training through a systematic literature review. The increasing emphasis on digital transformation and Industry 4.0 in vocational education has positioned smart classrooms as a key framework for enhancing cognitive outcomes, psychomotor skills, and student engagement. However, the integration of teaching quality as a mediating variable, particularly in automotive maintenance training contexts, remains underexplored. This study analysed 20 empirical articles published between 2020 and 2025, retrieved from Scopus, Web of Science, ERIC, and Google Scholar. Using a thematic synthesis approach, the review identified dominant technological approaches including smart classroom platforms, virtual simulation laboratories, and digital twin technology, as well as key outcomes such as cognitive outcomes (exam scores +15.3% to +24.5%), psychomotor skills (task completion 32% faster with 45% fewer errors), and affective outcomes (satisfaction +38%). The findings reveal that although smart classrooms effectively enhance learning outcomes, the role of teaching quality as a mediator is often limited, and the integration of automotive-specific technical skills remains minimal. Notably, no studies were identified that specifically target Beijing Changping Vocational School. The results highlight a significant gap in the meaningful integration of teaching quality within smart classroom frameworks. This study argues for a reconceptualisation of smart classroom implementation as a teaching quality-sensitive framework that integrates technology, pedagogy, and context to create more effective vocational education experiences for automotive maintenance training.