Motivational Drivers and Curriculum Relevance Perceptions among EPAL Post-Secondary Apprentices: A Quantitative Study in Achaia, Greece

This study examines learners’ perceptions of the EPAL Post-Secondary Apprenticeship Year in Greece, focusing on their motivations for participation and the perceived relevance of the programme’s curriculum to their interests and local labor-market needs. Using a quantitative research design, data were collected through a structured questionnaire distributed electronically to apprentices in the prefecture of Achaia. Convenience sampling was employed, resulting in a sample of 96 participants from four EPAL schools selected for their representativeness in terms of apprenticeship class offerings. The questionnaire included closed-ended items aligned with the research questions, and its reliability was supported through pilot test–retest procedures. The findings indicate that learners’ motivations are predominantly credential-oriented, with the acquisition of the Level 5 Diploma emerging as the primary reason for participation. Additional ranking points for public-sector employment and financial incentives also constitute significant motivators, whereas employment-related and intrinsic learning motives appear less central. Regarding curriculum alignment, apprentices report high levels of correspondence between their personal interests and the programme’s theoretical, practical, and subject-specific components. Practical training, in particular, shows the strongest alignment, and the curriculum is widely perceived as responsive to local labor-market needs. Overall, the results suggest that the Apprenticeship Year effectively supports learners’ vocational goals and labor-market integration, while highlighting the importance of continued curriculum refinement, enhanced employer collaboration, and strengthened career guidance services.