Bridging Vocational and Higher Education Through an Integrated Learning Management System: The eBánki Case

Abstract

The integration of digital technologies at the interface of vocational and higher education has become a key issue in contemporary educational research, particularly in relation to learning continuity and permeability. While Learning Management Systems (LMSs) are widely studied, less attention has been paid to their role as inter-institutional infrastructures supporting curriculum alignment and credit recognition. This study aims to address this gap by presenting a Hungarian good practice within the eBánki project, focusing on how a shared digital platform can function as a boundary infrastructure between educational levels. The research adopts a descriptive case study approach, combining platform usage data with institutional and pedagogical analysis. The novelty of the study lies in examining how joint curriculum development, the recognition of prior learning (up to 30 ECTS credits), and the alignment of learning outcomes are operationalized within a single digital environment. The results indicate that the platform not only supports independent learning and improves learning efficiency, but also enables measurable curriculum harmonization and smoother student transition pathways. Early usage patterns confirm that the system has become embedded in students’ learning practices. The study concludes that inter-institutional LMS-based infrastructures can play a strategic role in bridging vocational and higher education. Its theoretical contribution lies in conceptualizing LMS as a boundary infrastructure, while its practical significance is demonstrated through a scalable model supporting flexible learning pathways, credit mobility, and long-term educational cooperation.