ISSN: 2226-6348
Open access
The accelerating demands of the digital economy and Industry Revolution 4.0 (IR 4.0) necessitate the transformation of higher education curricula, particularly in the domain of Technical and Vocational Education and Training (TVET). Despite TVET’s strategic importance in workforce development, its integration into higher education remains fragmented, with limited emphasis on advanced competencies aligned with current industry needs. This study aims to develop a curriculum framework that empowers advanced TVET integration in higher education through a Competency-Based Training (CBT) approach. Employing a qualitative case study design, data were collected from academic staff at Universiti Teknologi Malaysia (UTM) through semi-structured interviews and institutional document analysis. The study was guided by Tyler’s curriculum development model and CBT principles to ensure alignment between learning objectives, learning experiences, teaching strategies and learning assessment. The findings reveal the presence of key advanced TVET elements such as digital tools, project-based learning, and holistic assessments but highlight systemic inconsistencies in their application across programmes. In response, this study proposes a structured, integrated curriculum framework that systematically bridges educational practices with the evolving needs of the digital economy. This framework provides strategic guidance for higher education institutions to enhance curriculum relevance, strengthen digital and professional competencies, and improve graduate readiness for innovation-driven employment landscapes.
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