In the rapidly evolving landscape of global education, virtual learning environments (VLEs) have emerged as transformative platforms that redefine pedagogical paradigms and instructional methodologies, especially within the domain of vocational training.

This article analyzes the link between VLEs and the field of learning analytics, positioning this focus as a catalyst for enhancing both assessment precision and learner engagement in vocational education and training (VET) systems worldwide. Given the heightened demand for skill-based education tailored to dynamic labour markets, the investigation foregrounds the pivotal role of technologically mediated learning environments in fostering adaptive, personalized and data-based pedagogical practices.

The significance of this study is underscored by the increasing global imperative to address disparities in vocational training outcomes through the integration of digital tools that enable real-time tracking, analysis, and feedback mechanisms. Within this context, the research situates its empirical focus on the Romanian vocational education sector, leveraging data collected at the Bucharest University of Economic Studies, in conjunction with an extensive systematic review of international literature. By synthesizing insights from educational technology and competency-based assessment frameworks, the article elucidates how VLEs, augmented by advanced learning analytics, offer unprecedented opportunities for diagnosing learner progress, identifying at-risk students, and dynamically tailoring instructional content.

Employing a mixed-methods research design, the study combines quantitative data derived from digital interaction logs, assessment scores and engagement metrics with qualitative data obtained via semi-structured interviews and focus groups with students and educational technologists. This comprehensive methodological approach facilitates an intricate understanding of user experience, pedagogical efficacy and institutional challenges inherent to VLE implementation in vocational contexts.

Furthermore, the deployment of analytics-driven dashboards and personalized feedback loops fosters heightened student engagement and self-regulated learning behaviours, thereby mitigating dropout rates and augmenting competency attainment. The research also identifies critical infrastructural and pedagogical barriers that must be systematically addressed to maximize the potential of VLEs in vocational education.

This article proposes a comprehensive framework for the strategic integration of VLEs and learning analytics in vocational training programs, emphasizing collaborative stakeholder involvement, continuous professional development for educators, and the adoption of ethical data governance policies. By advancing a nuanced understanding of the affordances and constraints of digital assessment tools in vocational learning, this study contributes to the global discourse on educational innovation, equity, and workforce readiness.

Finally, this research underscores the capacity of virtual learning environments, coupled with sophisticated analytics, to reconceptualize assessment practices and stimulate active, sustained learner engagement in vocational education. It offers empirically grounded, scalable recommendations poised to inform policymakers, educators and technology developers seeking to harness digital innovations for inclusive and also future-oriented vocational training.

Keywords: Virtual learning environments (VLE), learning analytics in vocational education, data-driven assessment strategies, student engagement and digital pedagogy, competency-based vocational training.