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The integration of digital learning tools has reshaped how educators assess practical competencies in applied disciplines. This study examines the pedagogical readiness and needs of hospitality educators and students in implementing digital assessment strategies for psychomotor skill development. Underpinned by the SAMR (Substitution, Augmentation, Modification, and Redefinition) model, this qualitative inquiry employed semi-structured interviews and document analysis to capture the transition from face-to-face to distance learning. A reflexive thematic analysis revealed the overarching theme, “Challenges and Adaptive Responses in Psychomotor Assessment,” comprising four sub-themes: pandemic-related challenges, pedagogical adjustments, resource-constrained strategies, and data analytics. The findings indicate that while initial adaptations focused on digital enhancement (Substitution and Augmentation), such as using video conferencing for content delivery, a shift toward digital transformation (Modification and Redefinition) emerged through video-based peer-assessment and innovative resource substitution. Despite these adaptive responses, a significant “sensory gap” persisted, leading to a disconnection between academic grades and authentic psychomotor proficiency. The study highlights the urgent need for structured, scalable, and context-sensitive frameworks that move beyond emergency workarounds toward a resilient redefinition of psychomotor assessment. These insights contribute to the scholarship of teaching and learning by offering a theoretical roadmap for competency-based evaluation within digitally mediated vocational education contexts.
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