Synergizing the Integration of Coding and Programming Competencies through Quadruple Helix Model for Malaysian Vocational Education

Abstract

Vocational college is one of the leading institutions in coding and programming competencies among students. However, the lack of discussions on the stakeholders roles not treated in much detail and cause the limited information for intervention. This paper attempts to explores the integration of coding and programming competencies in Malaysian vocational education through the Quadruple Helix Model, which synergizes the collective efforts of government, industry, and academia. The investigation centres on the pivotal role of computational thinking within vocational training programs, emphasizing how enhanced computational thinking skills can significantly improve students' ability to address assigned programming tasks effectively. The Quadruple Helix framework supports this by facilitating a dynamic interaction among stakeholders, fostering an environment where academic concepts meet practical industry demands. The analysis suggests that embedding advanced coding skills in vocational education is key to preparing students for the technological challenges of the future job market. The outcome of this study indicates a pressing need for vocational training programs to adapt more robust programming training, which aligns well with industry requirements and academic standards, thus ensuring that graduates are well-prepared to contribute to Malaysia's digital economy. This approach not only benefits the immediate educational context but also positions Malaysian vocational education as a critical player in the global digital landscape. Further work is required to be more focus on many types of stakeholder to coding and programming competencies research in education.