Journal of Technical Education and Training
The Journal of Technical Education and Training (JTET) is a peer reviewed journal that publishes twice a year (June and December) on articles concerning Technical & Vocational Education and Training (TVET) practices in both the formal and informal sectors. We welcome article submissions from the local and international TVET researchers and practitioners. We strongly welcome research articles and will also consider critical reviews as well as technical reports that can further our understanding of TVET issues and concerns. More details
Copyright (c) 2025 Journal of Technical Education and Training
Sternberg Thinking Skills among Upper Secondary Vocational Students in STEM Subjects
The development of 21st-century skills is critical for Vocational Education to meet Industrial Revolution 4.0 demands. This study addresses the gap arising from underperformance in creative thinking and declining achievement in Upper Secondary Vocational Programme (PVMA) STEM elective subjects. Rooted in Sternberg's Triarchic Theory, this research aims to identify the level of analytical, creative, and practical thinking skills among PVMA STEM students and analyze differences based on gender, STEM subjects, and socioeconomic status (SES). A quantitative research design was employed, utilizing a survey instrument adapted from Yee et al. (2022). The sample consisted of 158 PVMA students randomly selected from secondary schools in Batu Pahat, Johor. This study employed descriptive and inferential analyses to examine the research data. A significant difference was found in practical thinking skills based on gender (p=0.01). No significant differences were observed between gender in analytical or creative thinking. Furthermore, there was a significant difference in thinking skills based on STEM subjects (Analytical p=0.01, Creative p=0.02, Practical p=0.001). Conversely, no significant differences were found in analytical, creative, or practical thinking skills based on students’ socioeconomic status (p>0.05). In conclusion, the findings highlight the influence of gender and specific STEM subjects on thinking skills. Although socioeconomic status did not yield significant differences, the study supports that experiential and contextual learning approaches can help bridge socioeconomic gaps. These results provide valuable insights for educators and policymakers, emphasizing differentiated teaching strategies and promoting the development of equitable thinking skills among TVET students.
Capacity Building of TVET Trainers in a Developing Country Through Practice-oriented Curriculum Implementation
It is well recognized through numerous development cases that fostering high-quality technical human resources through excellent TVET (Technical and Vocational Education and Training) is crucial for the sustainable economic development of developing countries. The key to the advancement of TVET lies in effectively training high-quality trainers who possess both theoretical and practical educational capabilities to deliver training that aligns with industry demands. However, due to limited national support and lack of capacity building opportunities, the quality of TVET trainers in most developing countries remains inadequate. As a result, this leads to a shortage of high-quality technical human resources, which becomes a significant obstacle to sustainable economic development of corresponding country. Therefore, official development assistance aimed at promoting sustainable economic growth in these countries needs to prioritize the TVET sector, with particular emphasis on strengthening the competencies of TVET trainers. This study presents a case in which the capacity building of trainers at the FTVTI (Federal TVET Institute) in Ethiopia, a national university that trains TVET trainers, was effectively supported through a curriculum revision and related activities focused on practice-oriented education, as part of a project implemented by KOICA (Korea International Cooperation Agency). This case is expected to serve as a valuable reference for the sustainable capacity building of TVET trainers in developing countries through official development assistance in the future.
TVET (Technical and Vocational Education and Training)
Education – Technical and Vocational Education and Training (TVET)
Technical and Vocational Education and Training College Female Students’ Experiences in Engineering Disciplines
The underrepresentation of women in engineering impedes the achievement of gender equity within the South African technical workforce. The engineering profession is integral to national economic and industrial development; however, structural and socio-cultural inequities are exacerbated due to gender imbalances. This study employs Schlossberg’s Transition Theory as an analytical framework to examine how female students navigate their educational journeys within traditionally male-dominated engineering programmes. The research question that guided this qualitative study was: What are the lived experiences of female students enrolled in engineering programmes at the Technical and Vocational Education and Training (TVET) college in South Africa? Open-ended questionnaires, focus group interviews, individual interviews, and collages were used to collect data from twenty-one purposively selected female engineering students. On the one hand, the findings highlight the influence of entrenched cultural norms, scarcity of female role models, institutional biases, and limited gender-responsive pedagogies. On the other hand, it documents the resilience strategies female students employ to navigate and persist within male-dominated learning spaces. The findings signal contextually relevant information for reforming engineering education at the TVET level, such as embracing inclusive teaching methods, establishing focused support systems, and cultivating supportive environments that promote belonging and achievement These findings undergird future conversations on gender equality in science, technology, engineering, and mathematics (STEM) and support national goals like the National Development Plan, aimed at increasing and diversifying South Africa’s engineering capabilities.
Technical and Vocational Education & Training
Transforming Vocational Education Pedagogy: Integrating Extended Reality and Problem-Immersive Experiences to Foster 21st-Century 6C Competencies
According to the hotly debated issues in vocational education, it is challenged to develop the 21st century competencies especially the 6Cs namely critical thinking, creativity, collaboration, communication, citizenship, and character in the face of the fast-changing technology. The classical pedagogic models are not usually able to help keep the learners interested in the real-life immersive situations that reflect industrial practice. This research will revolutionize the vocational education learning process by incorporating into it Extended Reality (XR) and problem-immersive learning project to enhance the ability of students to master the 6C competencies. The study used quasi-experimental design and control and experimental group in exploring vocational students. Pre-test and post-test data were obtained by way of observation checklists, competency-based performance tests. To determine the effectiveness of the intervention, statistical analysis, which was done through ANCOVA, t-tests and SEM, was done. The results show that students that underwent XR-facilitated problem-immersive learning showed much higher advancements in critical thinking, collaboration and creativity as opposed to those in conventional classrooms. Besides, interactive simulations and collaborative problem-solving scenarios, placed in XR environments, promoted communication, character building, and citizenship awareness. The article concludes that the combination of XR and problem-immersive teaching provides a revolutionary route to vocational education that fulfils the requirements between the theoretical training and the real-life industrial requirements. The implications will be in the fact that educators should be developed professionally, curriculum needs to be redesigned in accordance with new technologies, and the wider implementation of XR-enriched models is necessary to equip vocational learners with the skills to work in dynamic future environments.
Information and Communication Technology for Education
Assessing TVET Leadership Development Programmes: Implications to TVET Leaders
Leadership is a pivotal element in advancing the objectives of Technical and Vocational Education and Training (TVET), especially in the context of higher education institutions tasked with driving workforce readiness and institutional transformation. Despite increased investments in leadership development, many training programmes lack comprehensive evaluation mechanisms beyond initial participant satisfaction. This study assesses the effectiveness of leadership development programmes at Universiti Tun Hussein Onn Malaysia (UTHM), guided by the Kirkpatrick Four-Level Training Evaluation Model. The evaluation focused on Levels 1 (Reaction), 2 (Learning), and 3 (Behavior), encompassing 12 leadership programmes under three clusters: ULead, Hi-Lead, and Hi-Per. A descriptive quantitative approach was used, involving post-training surveys, pre- and post-tests, and supervisor feedback three months post-programme. Findings reveal high participant satisfaction (mean scores between 4.30–4.90), statistically significant learning gains across all tested modules (p < 0.05), and varying degrees of behavioral application, with reported workplace transfer rates ranging from 7.14% to 53.33%. However, inconsistent data collection at Level 3 and in some coaching-based programmes indicates the need for improved follow-up mechanisms. The study underscores the importance of integrating comprehensive evaluation practices within TVET leadership initiatives to ensure programme impact and sustainability.
Humor Style and Academic Success in a Blended Learning Setting among Technical University Students
Students' personal growth and future employment prospects are significantly influenced by their academic performance, especially in technical education. Traditional teaching approaches have given way to blended learning as higher education increasingly incorporates information and communication technology, which can have a big impact on students' academic achievement and psychological health. This study examines the connection between students' academic performance and their humor preferences in a blended learning setting at a Malaysian Technical University Network (MTUN) institution. A survey using the Academic Self-Concept (ASC) and Humor Styles Questionnaire was completed by 307 students. SPSS version 26 was used to analyze the data using both descriptive and inferential statistics. According to the findings, pupils' academic performance was mediocre, and the most popular type was self-enhancing humor. Interestingly, aggressive humor had a negative relationship with academic achievement, but affiliative and self-enhancing humor types had a favorable correlation. Self-defeating humor and academic success did not significantly correlate. According to these results, a more stimulating and encouraging learning atmosphere can be created by strategically utilizing positive humor styles, especially affiliative and self-enhancing humor. This could lower stress, boost motivation, and improve student performance. In MTUN's technical education program, where the curriculum frequently includes difficult and complex material, comedy can be a useful teaching tool to enhance students' academic performance and general well-being. In order to promote deeper learning, student engagement, and emotional resilience, educators ought to think about incorporating humor into their lesson plans.
Influences on Motivation and Learning Outcomes in Home Economics: A Pathway to Enhanced TVET Competency Development
Technical-Vocational Education and Training (TVET) skills are embedded in the basic education curriculum, progressing spirally from basic competencies in elementary and common competencies in Junior High School (JHS) to a more specialized skills in Senior High School (SHS) and beyond. Early competency formation, particularly in Home Economics (HE) is crucial for preparing learners for advanced Technical-Vocational and Livelihood (TVL) specializations, national certification, and career development. As students move through this continuum, motivation becomes a key driver of how foundational skills are acquired and applied. Yet limited empirical research examines how motivation translates into real-life skill use and how this relationship varies across socio-demographic contexts which are essential for designing responsive and contextualized learning strategies. This study investigated the relationship between students’ motivation to learn HE and two outcome indicators: frequency of application (FOA) and self-reported competence (SRC) within the family setting. It also examined the moderating influence of students’ socio-demographic backgrounds. A validated quantitative survey was administered to 200 JHS students. Linear regression tested the associations, while moderation analyses identified contextual variations. Results showed that motivation significantly predicted HE outcomes, with family structure, birth order, family income, and TLE grades moderating the motivation–outcome link, whereas religion, gender, and parents’ occupation did not. These findings offer practical insights for strengthening HE curriculum in JHS by recognizing how motivation and learner contexts shape early competency formation which enhance students’ readiness for SHS TVL coursework and supports smoother progression into higher-level TVET programs and future technical-vocational pathways.
students' attitude towards Home Economics Curriculum
Home Economics real-world impact in everyday living
Significant implications of moderators in the TVL-related subjects such as the HE curriculum
Technology Teacher Education- Home Economics Education
Essential Non-Technical Skills for Software Engineering and Engineering Sciences Graduates: A Case Study from North Cyprus
This study examines key non-technical (soft) skills that impact the employability of software engineering and engineering sciences graduates in North Cyprus. A total of 50 stakeholders—comprising university lecturers, industry experts, postgraduate students, recent graduates, and job seekers—participated in a structured survey featuring 57 items across nine skill categories. Quantitative analysis using descriptive statistics (means, frequencies, standard deviations) revealed that skills such as written communication, leadership, patience, contextual problem-solving, brainstorming, professionalism, responsibility, planning, and empathy received mean scores above 3.5 on a 5-point scale, demonstrating strong perceived importance in recruitment processes. Findings underscore a notable gap in current engineering curricula regarding non-technical skills training. To address this, we advocate for the systematic integration of soft-skills development into university programs and recommend enhanced partnerships between academia and industry to improve workforce readiness.
Interdisciplinary Studies in Education and Technology
Root Cause Analysis Framework for Regulatory Compliance in Philippine Aviation Training
Approved Training Organizations (ATOs) in the Philippines operate under the regulatory oversight of the Civil Aviation Authority of the Philippines (CAAP), which conducts annual audits to assess compliance with the Philippine Civil Aviation Regulations (PCAR) and ICAO Annex 1. Despite these inspections, recurring compliance gaps, particularly in documentation, instructional delivery, and internal quality assurance, suggest persistent systemic deficiencies. This study addresses these challenges by introducing a Root Cause Analysis (RCA)– based framework designed to strengthen regulatory compliance in aviation training institutions. Employing a qualitative case study design, the research analyzed CAAP audit reports, Corrective Action Requests (CARs), and internal quality documents from three ATOs. Methodological rigor was ensured through data triangulation, manual coding, and thematic analysis using NVivo software. RCA tools, including the 5 Whys and Fishbone Diagrams, were applied to trace visible deficiencies to underlying causes across organizational domains such as people, process, tools, and policy. The findings revealed institutional weaknesses in audit preparedness, instructional oversight, and quality monitoring that significantly contribute to compliance failures. The primary contribution is a systems-oriented RCA framework that embeds proactive compliance mechanisms within ATOs’ internal quality assurance functions, featuring a feedback loop linking RCA, CAPA escalation, targeted training, and internal audits. Policy recommendations are also proposed to enhance CAAP’s audit communication and CAP evaluation protocols, promoting a shift from reactive enforcement to developmental oversight. By positioning RCA as both an investigative and governance tool, this study offers a transferable model for enhancing regulatory resilience in aviation training systems across similarly regulated environments worldwide.
Civil Aviation Authority of the Philippines
Unveiling Electrical Problems Encountered by Women in Household Settings: A Skill Assessment
Electricity is essential in supporting household responsibilities, especially among women. This study assessed the home electrical problems encountered by women in Iligan City, Philippines, and evaluated their skill levels using the Conscious Competence Learning Model. A descriptive survey was conducted with 230 women from ten barangays. Most respondents were aged 29 and above (78.3%), married (77.0%), and belonged to low-income households (70.0% earning ₱5,000 or less monthly), with education clustered at the high school (27.0%) and elementary (19.6%) levels. Common issues included electric shocks (58.7%), power surges (53.5%), and unlicensed electrical work (46.1%), posing significant safety risks. Respondents identified themselves as "Consciously Unskilled" in addressing electrical concerns, signaling both awareness and willingness to learn. The study highlights the urgent need for TVET-aligned, gender-responsive training programs to build women's technical competence, enhance home safety, and support inclusive participation in skilled trades.
Electricity, Household, Women, Electrical Problems, Skills
Technology Vocational Education and Training
Collaborative Learning in Technical & Vocational Education and Training: A Mixed-Methods Quasi-Experimental Study in Chile
This study assessed the impact of a structured Collaborative Learning intervention among a cohort of female students enrolled in a short-cycle Technical & Vocational Education and Training (TVET) program in Chile. Using a quasi-experimental, mixed-methods design, 37 participants were assigned to experimental and control groups. Quantitative data were collected using a locally adapted Cooperative Learning Questionnaire, providing preliminary evidence of reliability and supporting a five-factor structure. The intervention led to statistically significant, substantial pre–post gains in social skills, group processing, and promotive interaction, with positive but non-significant trends in positive interdependence and individual accountability. Thematic qualitative analysis identified gains in communication, empathy, teamwork, leadership, and conflict management, alongside greater professional readiness. These findings empirically support the integration of collaborative learning into TVET curricula and underscore the need for targeted faculty development and curricular innovation. However, the exclusive focus on a single cohort of female students and the brief intervention period limit generalizability. Further research is needed to examine scalability, gender dynamics, and digitalization in more diverse technical education contexts worldwide.
technical & vocational education and training
Technical and Vocational Education and Training
Parametric Evaluation and Modeling of The Alignment Between TVET Matriculation Choices and University Program Enrollment
Technical and Vocational Education and Training (TVET) plays a crucial role in equipping students with the skills necessary for industry-specific careers, yet there remains a gap in the alignment between TVET matriculation choices and subsequent university program enrollment. This misalignment may lead to challenges in students' academic progression and career outcomes. The aim of this study is to critically assess the factors influencing the alignment between TVET students' matriculation choices and their enrollment in university programs, with a focus on understanding students' perceptions and experiences. The research adopts a quantitative approach, utilizing a survey method to collect data from a stratified random considering the population of 3500 population a sample of 347 polytechnic students from Malaysian Technical University Network (MTUN) institutions specifically UTHM, was dawn using krejcie and morgan table. The sample was divided into two batches to ensure representation across various stages of their academic programs. The primary data collection instrument was a structured questionnaire, which included Likert scale items to assess students' views on assessment, curriculum implementation, and their alignment with industry requirements. Data were analyzed using descriptive and inferential statistical techniques, including t-tests and ANOVA. The findings reveal significant differences in student perceptions based on demographic and institutional factors, highlighting gaps in curriculum design and assessment practices. These findings suggest that misalignment between TVET programs and university curricula affects students' academic and career outcomes. The study concludes that addressing these gaps through improved curriculum design, better assessment practices, and stronger industry linkages is essential for enhancing the effectiveness of TVET education and supporting sustainable student success in the workforce.
Integrating Circular Economy Through Refuse, Rethink and Reduce in Vocational Education for Sustainable Development
Advancements in sustainable development have expanded into vocational education, highlighting the teaching of circular economy as pivotal in realizing the global vision for Sustainable Development Goals. However, there is no specific tool used to study the smarter product consumption and manufacturing in circular economy management, especially in refuse, rethink, and reduce constructs, as detailed in the 9R circular economy framework, has prompted the current study to conduct a preliminary study throughout the instrument's development and validation. The determination of content validity occurs at two levels; instrument development, and instrument validation. This study aims to obtain item-level content validity index (I-CVI) and scale-level content validity index (S-CVI) for instrument to evaluate smarter product use and manufacture in teaching circular economy. Findings from the first research question indicated that there was agreement on 39 of 44 items (I-CVI at least 0.83), while 5 items did not meet the CVI cutoff value from the six experts who validated the instrument, were subject to revision. The instrument's overall item-level content validity index (I-CVI) for all three constructs is 40.00. The second research question revealed an S-CVI value (on average) of 0.91 for the entire session, with an S-CVI (Universal Agreement) of 0.57. In conclusion, the completed 39-item instrument demonstrates content validity and holds potential for enhancing evaluation efforts on smarter product use and manufacture (refuse, rethink, and reduce) in teaching circular economy for vocational education.
Content validation, teaching, circular economy, vocational education, Sustainable Development Goals (SDG)
Scientific Creativity in TVET Product Design: Integrating Scientific Knowledge and Imagination
Technical and Vocational Education and Training (TVET) faces a pressing need to adapt its curriculum to the demands of Industry 4.0, particularly in product design. While creativity is recognized as a crucial skill, there remains a gap in the literature regarding validating instruments for measuring scientific creativity in this context. This study aims to address this gap by developing and validating an instrument to measure scientific creativity by integrating scientific knowledge and imagination in product design for TVET teachers in Malaysia. The instrument was then subjected to content validation by eight experts. The item content validity index (I-CVI) and the scale content validity index (S-CVI) were used to determine content validity. Findings indicate strong content validity for both constructs and scientific creativity with high levels of agreement among experts. The item’s content validity index (I-CVI) ranged from 0.99 to 0.96 and the scale content validity index (S-CVI/AV) for each construct was 0.99 for the scientific knowledge construct, and 0.96 for the imagination construct. This range is valid and appropriate for developing the instruments. However, some items required refinement to enhance content validity further. This study contributes to the literature by providing a reliable instrument developed to the specific needs of TVET teachers in Malaysia, thereby filling a critical gap in the assessment of scientific creativity in product design.
Content Validity, Scientific Creativity Product Design, TVET, Industry 4.0
Student’s technical competencies: Analysis for Palestine Technical University – Kadoorie
The study aimed to investigate the Student’s technical competencies level at Palestine Technical University – Kadoorie, and examined the role of variables gender, place of residence, degree, collage, and academic level. The descriptive approach used. A questionnaire consisting of (15) items used. The population of the study consisted of all (2300) students at PTUK/ Ramallah Branch at the second semester of the academic year 2024-2025, a (25%) random sample was selected a made up of (575) students, The results showed that the total score for the Technical applied competencies domain was the highest with a mean of (3.86), It also showed that there were no statistically significant differences due to place of residence variable, however, it reveals that there were statistically significant differences due to gender variable in favored for female students, due to Collage variable in the Digital communication competencies domains between Computer science and Business Management students in favoured Computer science students, in the Digital communication competencies domain between Computer science and Media students in favoured Media students. Due to academic level variable in all domains between first year and fourth year students in favoured forth year students. The study suggests that the university should Integrate digital competencies across curricula, Promote gender-balanced digital education, Enhance digital competencies for diploma programs, Support discipline-specific digital skill development, Facilitate progressive digital learning, and Continuous evaluation and improvement.
Women's Leadership and Career Motivation in the Construction Industry: Challenges and Barriers
The construction industry is one of the sectors with high employment risks and is closely associated with challenging careers. "Dirty, Difficult, and Dangerous" or 3D describes the work situation on construction sites, making these jobs both difficult and risky. This environment creates problems such as negative organizational culture, difficulty maintaining positions within organizations, hazardous workplace conditions, gender stereotypes, and the overall image of the construction industry, which often deters women from pursuing careers in this field. This study aims to examine the challenges and barriers faced by women in leadership roles in the construction industry and how these factors impact their career motivation. The study focuses on three main objectives: identifying the challenges women leaders face in enhancing career motivation, identifying the obstacles to women's leadership, and understanding the relationship between these challenges and obstacles in the construction industry. To achieve these objectives, this study employs a literature review and quantitative methods, involving female leaders working in Grade 7 (G7) construction companies who hold positions such as site supervisors, site engineers, architects, safety supervisors, and surveyors. Conducted in the construction area of Johor Bahru, the study surveyed 172 women leaders. Descriptive and inferential analyses were used to measure the variables set in the study. The findings indicate that the primary challenges for women in leadership are organizational culture, maintaining positions within organizations, and gender stereotypes. Additionally, significant barriers include career balance and skill competence. This study serves as a reference for understanding the obstacles and challenges that women leaders face in the construction industry, providing insight into how these barriers can be overcome to enhance women's leadership and career motivation in this demanding field.
Challenges, barriers, women’s leadership, construction industry, career, motivation
The Domains and Components of Industry 4.0 Talent for TVET Students Through Work-Based Learning
The Fourth Industrial Revolution (IR4.0) era of artificial intelligence, characterised by the digitization of technology, has revolutionised organisations worldwide, including corporate organizations. This shift has resulted in the emergence of a workforce with enhanced skills and competencies. This study aims to pinpoint the essential elements of IR4.0 talent domains that students from top technical and Vocational Education and Training (TVET) providers require for their Work-Based Learning (WBL) programmes. Consistent with the IR4.0 National Policy of Malaysia, this study contributes to the current workforce preparedness that could handle the challenges and opportunities of the revolution, consistent with Malaysia's IR4.0 National Policy. Qualitative data was collected through semi-structured interviews with 6 academic and 5 industry experts. The data were analysed through theme analysis and reliability analysis using Fleiss’s Kappa analysis. The study identified 21 key components across four domains: cognitive skills (6 components), operational work skills (5 components), individual skills (7 components), and professionalism (3 components). All of this simply emphasises the importance of acquiring IR4.0 competencies in TVET programmes, particularly through work-based learning, for TVET graduates to have the competencies needed in practice and the mindset towards success within the current context of industry, as well as to contribute to future talent readiness.
Work-Based Learning, TVET, Talent, Fourth Industrial Revolution
Effectiveness of E-Module and Learning Style on Self-Regulation Learning Model to Increase the Occupational Safety and Health Knowledge for Mechanical Education Students
Vocational education is designed with learning that is relevant to the industrial sector. In learning activities, teaching materials are essential to support learning goals. The study aimed to identify the effectiveness of the E-module and learning style on application learning to increase the occupational safety and health knowledge for vocational education. This research is quantitative on variables bound between variables. The population of the study are all students of the education machine engineering faculty that have taken the Health and Safety course in the academic year 2023/2024. The methods used to collect the data needed in the research are R and D, which include developing instruments; lesson plans, practice questions, and quizzes; pre-test and post-test questions, learning style questionnaires, and E-module. The research results show that the E-module increases the effective health and safety work learning achievements, and with that, the style of learning lacking learning effectiveness in improving health and safety work depends on methods and the use of the E-module. Simultaneously, E-module and learning-style learning achievements effectively increase health and safety, especially for the visual learning style; the effectiveness of the E-module has a good outcome. Furthermore, the use of E-module and learning style development is needed.
E-Module, Learning Style, Self-Regulated Learning, Learning Achievements, Occupational Safety and Health
A Study on the Development of Soft Skills Among Hospitality Students at Vocational High School
Many Vocational High School graduates have difficulty getting jobs or developing their careers due to the lack of soft skills needed in the tourism industry. Soft skills such as communication, critical thinking in solving problems, and teamwork are essential in the current job market in Indonesia. This study aims to measure the level of soft skills among hospitality students at Vocational High Schools in Lombok Tengah, Indonesia. This study uses a quantitative approach, with a survey design using a questionnaire that was distributed to 265 hospitality students from seven Vocational High Schools in Lombok Tengah. The questionnaire will assess the level of student soft skills based on student perceptions. The findings found that the level of communication skills, critical thinking in problem-solving skills, and teamwork skills of students is at moderate level (3.62-3.65). In addition, there is no significant difference in soft skills between courses offered among hospitality students which p-value of 0.34. This research is expected to provide knowledge about the importance of mastering soft skills among hospitality students at vocational high schools in Lombok Tengah and assist schools in better preparing graduates to enter the tourism workplace, increasing their chances of getting a job relevant to their field of study.
Key Strategies Predicting Industrial Participation in the Malaysian Apprenticeship Programme
The National Dual Training System (NDTS), which is a Malaysian apprenticeship programme, is highlighted as the top national agenda in producing skilful workers for industrial requirements. Since 70% to 80% of apprentices’ practical training takes place in a real-world workplace, industries involvement are important to the programme's success. Nonetheless, the participation rate decreases over the years despite numerous incentives being provided. The current study aims to statistically investigate the most effective strategies for the government to increase industry participation in the NDTS, which was not explored by previous studies. Specifically, the relationship between the five strategies, namely financial incentives, digital administration, productive collaboration, flexible implementation, and efficient promotion on industry participation, was examined. A set of questionnaires was distributed to NDTS manufacturing companies, and the collected data were analysed via Partial Least Square-Structural Equation Modelling (PLS-SEM). The structural model relationship analysis revealed that only three strategies, namely financial incentives, flexible implementation, and efficient promotion, demonstrated significant, positive, and direct relationships with industry participation. Digital administration and productive collaboration required efficient promotion as the mediator to demonstrate indirect positive relationships with industry participation. Further analysis of Importance-Performance Analysis (IPMA) matrix corroborated that the government should focus on flexible implementation and efficient promotion through digital administration to enhance industrial participation in the NDTS. The current study provides a practical solution for the policymakers to improve efficiency in governmental decision-making and public-service delivery to improve industrial trust and confidence in governmental programmes. The present study could be expanded to improve delivery in other skill training programmes in future.
Industrial Participation, Apprenticeship, National Dual Training System, Industry Engagement, Industry Engagement
Bridging The Digital Divide: A Comparative Study of Digital Competencies among TVET Teachers in TVET Institutions in Asian Countries
Digital competencies are very crucial in ensuring the successful of digital economy transformation and sustainability of the nation. To educate the new generation to become IT savvy, the teachers and instructors should have adequate knowledge and skills related to digital competencies. The study examines the digital competencies among teachers and instructors in selected TVET institutions in five countries namely Malaysia, Indonesia, Maldives, Thailand, and Iran. The research utilised descriptive statistics and ANOVA test to evaluate five important domains specified in the DigComp 2.0 framework. The five domains are Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. The results indicate that there are generally high levels of competence with minor differences among institutes. There are no significant differences across institutes according to the ANOVA test with p=0.31. TVET institution in Indonesia consistently had the greatest scores, whereas TVET institutes in Thailand and Maldives consistently achieved lower scores across all components. Disparities may be ascribed to variables such as educational policy and infrastructure. The research highlights the need of customised digital literacy programmes, enhanced infrastructure, and cooperation among stakeholders to narrow the digital gap and provide graduates with the essential skills for the digital workplace.
Digital competencies, TVET, Vocational education, DigComp 2.0 framework, TVET teachers
Transforming TVET: The Impact of Staff Training on Digitization Success
In today’s fast-paced technological era, digitizing records has become a crucial step for organizations to improve efficiency, streamline data access, and ensure information security. As digitization continues to advance, incorporating digital tools and technologies into TVET (Technical and Vocational Education and Training) programs has become increasingly vital. Digitization improves the accessibility, delivery, and relevance of education and training, enabling learners to acquire skills that are crucial in an ever-changing job market. On top of that, TVET (Technical and Vocational Education and Training) is crucial for driving economic growth and decreasing unemployment by equipping individuals with the practical skills and knowledge required across various industries. It helps connect education with employment, ensuring that learners gain competencies that meet the needs of the job market. Despite the tremendous benefits of digitization, many organizations struggle with its implementation due to a lack of adequate training for their staff. Without the proper skills and knowledge, employees find it challenging to adapt to new systems, ultimately delaying or hindering the effectiveness of the digitization process. The absence of structured and continuous training not only slows down the transition but also poses risks such as data errors, information leakage, and decreased productivity. Besides, with the rapid advancement of technology, organizations are increasingly turning to digitization to enhance efficiency and streamline their record-keeping systems. This article will explore how the lack of staff training impacts the success of record digitization and suggest strategies to overcome these challenges.
Determinants of The Quality of Ongoing Professional Training in an Online Format from The User's Perception: An Empirical Study in Chile
Continuous training is essential for organizational sustainability, as competency development directly influences productivity and adaptability. This study evaluates the satisfaction perceptions of 999 participants in synchronous online courses, considering variables such as age, work experience, and prior knowledge. Using Stufflebeam’s CIPP model (Context, Input, Process, Product), the most valued aspects of the training program were systematically analyzed. Results indicate high overall satisfaction, particularly regarding technical support, instructor quality, and content relevance. Significant correlations were found between prior knowledge and satisfaction, but not with age or gender. Key areas for improvement include clarity of explanations and pedagogical interaction. It is recommended to adopt differentiated strategies based on participant profiles and to enhance real-time feedback mechanisms. This approach enables training programs to align more effectively with learners’ actual needs, promoting workplace knowledge transfer.
Message from the Chief Editor: JTET June 2025
The Role of Project-Based Learning and Mobile Learning in Fostering Student Engagement in TVET
This study examines the role of integrating Project-Based Learning (PjBL) and Mobile Learning (ML) in enhancing Student Engagement (SE) in TVET. Using a quantitative method with an explanatory causal design, this research explores direct and indirect relationships among PjBL, ML, and SE through Structural Equation Modeling (SEM). Data were collected from 40 vocational education students enrolled in an Electrical Motor Installation course. The findings reveal that PjBL significantly enhances SE through constructive, independent, collaborative, and contextual learning. Meanwhile, ML amplifies these benefits by providing flexibility, accessibility, and interactive platforms, effectively mediating the impact of PjBL on SE. Together, these approaches address engagement's cognitive, behavioral, and emotional dimensions, creating a synergistic framework that aligns educational practices with the demands of a technology-driven workforce. The study underscores the importance of integrating PjBL and ML to foster autonomy, real-world relevance, and adaptability in TVET students. The practical implications of this would require educators to use the approaches to design dynamic learning experiences, institutions to invest in the necessary technological infrastructure and training of educators, and policymakers to support such innovations with targeted policies and resources.
Department of Electrical Engineering, Faculty of Engineering, Universitas Negeri Padang
Bridging the Gap: Aligning Vocational Graduates’ Competencies with Employer Expectations Using the KSAO Model
In response to growing concerns regarding vocational college students' career issues, this study uses the KSAO model to investigate the competency gap between upper vocational accounting majors and employer expectations. This study identifies differences across important dimensions : knowledge (K), skills (S), ability (A), and other attributes (O) by using two set of instrument with four major indicators and 32 secondary indicators. The findings indicate that the satisfaction ratings of employers regarding students' core competencies and the graduates' self-assessments of their core competencies across all KSAO elements exhibit high mean scores. Findings show that the satisfaction rating of employers on the core competencies of students' employment in descending order is other attributes > ability > knowledge > skills. On the other hand, graduates perceived themselves on the core competencies of students' employment in descending order: knowledge > other attributes > skills > ability. There is a mismatch between employers’ perception and the graduated perception of the core competencies of students' employment, and it is proven by the independent sample t-test. A strategy to enhance the core competencies of higher vocational accounting students through SWOT analysis was recommended as guidance for vocational institutions in strengthening talent development strategies and student core competencies, thereby contributing to bridging the gap between education and workforce needs.
Emotion-Driven Leadership Programme Curricular in TVET and Higher Education
This study aims to redefine the curricula for leadership in Technical and Vocational Education and Training (TVET) and higher education as dynamic and emotionally engaging systems, utilizing the frameworks of Kansei Engineering and the LEIQ™ model. It explores how emotion-driven strategies can enhance leadership readiness, addresses implementation challenges such as cultural adaptability and resource allocation, and highlights opportunities for scalable, evidence-based curricular reforms. Using a mixed-methods approach, the research analyzed three leadership programmes involving 150 participants and utilized a 28-item Kansei checklist. Factor Analysis (FA) and Partial Least Squares (PLS) were employed to identify the key emotional factors involved. The results revealed two dominant emotional dimensions: Excitement and Confidence. Additionally, the researchers identified 15 programme components with 41 attributes that significantly impact these emotional responses. Through the LEIQ™ model, the researchers examined the challenges and motivations surrounding leadership development. This exploration led to five key implementation strategies: designing programmes around emotional clusters, optimizing programme management, enhancing motivation, developing a balanced curriculum, and focusing on student-centered development. The research culminated in developing a framework for designing Emotionally Evocative Leadership Programs. This framework offers practical guidelines for incorporating emotional elements into leadership programmes while addressing technical competencies and emotional intelligence development. It provides a systematic approach that can be applied across various leadership contexts. These findings deepen the research understanding of emotions' role in leadership development and equip educators with evidence-based strategies for creating more engaging and effective leadership programs. The study emphasizes the importance of balancing emotional intelligence with traditional leadership development methods, ultimately supporting a more holistic approach to nurturing future leaders in educational settings. This work contributes to the transformation of education by establishing emotional intelligence as a foundational pillar of leadership development for the 21st century.
Mobile Simulation-Based Learning (MSBL): An Integrated Approach to Enhance Hands-On Instruction in Studying Basic Electronics
Technology integration in technical and vocational education has gained attention as educators seek innovative methods to enhance learning effectiveness. This study investigates the effectiveness of integrating Mobile Simulation-Based Learning (MSBL) with traditional hands-on laboratory instruction in enhancing students' learning performance in Basic Electronics. A quasi-experimental mixed-methods approach with a pretest-posttest control group design was employed, involving 40 higher education students. Learning performance was assessed using researcher-developed multiple-choice tests, while semi-structured interviews captured students’ perceptions. Results indicated significant improvement in learning outcomes for both groups; however, the experimental group showed a notably greater increase in scores (mean gain = 9.10) compared to the control group (mean gain = 6.85). This suggests that MSBL uniquely facilitates deeper conceptual understanding and practical skill acquisition due to its accessibility, interactive nature, and seamless integration with physical laboratory experiences. Students reported increased flexibility, enhanced metacognitive awareness, and a smoother transition between theoretical and practical learning environments. Practically, this study underscores the scalability and effectiveness of MSBL compared to traditional digital tools, offering institutions a more adaptable and cost-effective approach to delivering technical education. The findings recommend systematic MSBL integration into TVET curricula and specialized instructor training for optimal implementation, ultimately improving students' competency and industry readiness.
Electrical / Electronics Technology Education
Technical and Vocational Education and Training (TVET)
Technological Competencies among Physical Education Teachers in the Digital Era
In response to worldwide moves toward digital education, this cross-sectional study looks at the technological competencies of physical education teachers in Palestine—a setting where such research is still rare. Data were obtained from 55 physical education instructors in the Ramallah Governorate using a validated, high-reliability questionnaire (Cronbach's alpha > 0.91). Three areas—technological literacy and usage, educational technology applications, and e-learning competencies—were evaluated in this paper. The results demonstrate a high level of technological competency, with no significant differences based on gender, school type, or years of experience. Lower proficiency was observed, nevertheless, in using modern technologies such virtual reality and collaborative learning environments. This study underlines the need of focused professional development to close gaps in advanced technology use and adds new perspectives on the digital readiness of physical education teachers in under-resourced environments. The results guide curriculum designers and policy-makers on areas needing assistance in programs for teacher preparation.
Information and Communication Technologies