ISSN: 2226-6348
Open access
Graduates from hands-on vocational colleges often face significant difficulties when transitioning to theory-focused university programs, leading to a disconnect that hinders their academic success. This study examined the academic and social challenges experienced by graduates of Malaysian Vocational Colleges (KV) who pursued an education degree at a public university in Johor. Adopting a mixed-methods design, the research collected survey data from 40 students and conducted in-depth interviews to identify challenges, explore coping strategies and determine the types of support required. The findings revealed a clear mismatch between the practical learning style of vocational education and the theoretical demands of university study. Academically, students struggled particularly with calculation-based subjects such as mathematics and engineering, which negatively affected their grades and contributed to significant stress. Socially, they faced difficulties with integration, lacked confidence in academic communication and experienced a sense of inferiority compared to peers from other educational backgrounds. In the absence of formal university initiatives targeted at their needs, students relied heavily on informal peer support and strong family motivation to persevere. The study concludes that these challenges are systemic in nature, rooted in the educational structure. It strongly recommends that universities implement targeted institutional support, including structured mentor-mentee programs and specialized academic workshops.
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