TVET 4.0: Integrating Digital Pedagogy and Industry 4.0 Skills into Malaysian Community College Programmes

Abstract

The purpose of this research is to explore the embedding-specific strategies of digital pedagogy alongside competencies such as the Internet of Things (IoT), automation, artificial intelligence (AI), and big data into Community College Malaysia’s Technical and Vocational Education and Training (TVET) programs. This study employed a quantitative method in the form of a survey with a sample size of 300 lecturers from 12 Community Colleges. The results show moderate application of digital teaching tools, limited adoption of IR 4.0 technologies at advanced levels, inconsistent readiness across institutions, uneven integration at various levels within the college and higher gap between colleges over technological readiness. Important gaps related to Greater Teaching Experience, Regional Diversity, Program Specific Diversity emerged from Explanatory Analysis. The framework is constructed illustrates elements driven by educators’ digital competencies for industry engagement embracing modularized curricula, infrastructural inclusion, active learning spaces and advanced frameworks supporting collaborative environments paradigm shift through actionable insights focused on policy makers within curriculum design methodologies up for institutional leaders seeking advancement toward achieving TVET 4.0.