<![CDATA[This study explores the implementation of e-modules in Building Utility Construction learning within vocational building engineering education, particularly in relation to classroom practices, learning flexibility, and sustainable educational development. This study employed a qualitative approach involving five informants consisting of teachers and students from a vocational high school. Data were collected through interviews, classroom observations, and documentation, then analyzed using the Miles and Huberman interactive model. The findings indicate that the implementation of e-modules remains limited and has not yet been systematically integrated into routine classroom instruction. Students demonstrated positive responses toward the use of e-modules, particularly in improving conceptual understanding, learning motivation, and independent learning practices. Teachers also perceived e-modules as beneficial for improving instructional efficiency and reducing reliance on printed teaching materials. However, several barriers were identified, including inconsistent implementation practices and limited pedagogical readiness for digital integration. Overall, this study demonstrates that e- modules have significant potential to support flexible and sustainable vocational learning, particularly in promoting learning efficiency and reducing paper consumption in vocational education environments.]]>
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