ISSN: 2222-6990
Open access
Quality Technical and Vocational Education and Training (TVET) requires skilled teachers who keep up with global changes in technology. In line with the intention of the Malaysian Ministry of Education, the subject of Design and Technology (RBT) was introduced to expose students to the use of technology in TVET at the lower secondary level. This study was conducted to identify the relationship between technological, pedagogical and content knowledge with the practice of digital technology integration among RBT teachers in Petaling Perdana district. This study uses a quantitative approach in the form of correlation through a survey method involving 229 RBT secondary school teachers. The selection of respondents was made using a simple random sampling method. In summary, the results derived from the descriptive examination of technological, pedagogical and content knowledge indicate a significant level with a score value (M=3.91, SD=0.38). Next, the practice of digital technology integration recorded a score value (M=3.85, SD=0.61) which is at a high level. Pearson's correlation analysis shows that there is a moderate significant relationship between technological, pedagogical and content knowledge with the practice of digital technology integration among RBT teachers (r=0.572, p<0.01). Therefore, the teacher's knowledge must always be consistent at a high level so that the integration of digital technology in RBT subjects can be used as a continuous practice.
Abdullah, S., Saud, M., & Kamin, Y. (2019). M-learning for technical and vocational education training (TVET). International Journal of Recent Technology and Engineering, 8(3), 7236–7239.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Azam, S. M., Nasir, M. K. M., & Husnin, H. (2023). Readiness, Technological Knowledge (TK), and Technological Pedagogical Knowledge (TPK) of Teacher Integrating Augmented Reality (AR) Technology During the Teaching Process. International Journal of Academic Research in Progressive Education and Development, 12(2).
Brohus, M., Rohde, P. D., Echers, S. G., Westphal, K. R., Andersen, R. E., & Jensen, H. H. (2022). Exploring approaches for blended learning in life sciences. Journal of Problem Based Learning in Higher Education, 10(1). https://doi.org/10.54337/ojs.jpblhe.v10i1.7304
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge Taylor & Francis Group.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications Ltd.
Endot, Z. (2020). Efikasi swadiri, motivasi instrinsik, keprihatinan, kemahiran TMK dan latihan sokongan yang mempengaruhi kesediaan guru melaksanakan pengajaran Reka Bentuk dan Teknologi [Self-efficacy, intrinsic motivation, concern, ICT skills, and support training that influence teachers' readiness to implement Design and Technology teaching]. Universiti Putra Malaysia.
Engeness, I. (2021). Tools and signs in massive open online courses: Implications for learning and design. Human Development, 65(4), 221-233.
Gilkes, A. L. (2020). Teachers’ knowledge and self-efficacy beliefs as factors affecting technology integration practices (Doctoral dissertation, Walden University). ProQuest Dissertations and Theses.
Hamzah, S. A., & Nashir, I. M. (2019). The practice of Design and Technology teachers in Pahang towards green technology. International Journal of Academic Research in Business and Social Sciences, 9(3), 1210-1219.
Haslin, K. M., & Hamzah, M. I. (2023). Pendigitalan pendidikan: Kesediaan dan cabaran terhadap murid dalam pembelajaran [Digitization of education: Readiness and challenges for students in learning]. QALAM International Journal of Islamic and Humanities Research, 3(1), 41–57.
Hata, N. F. M., & Mahmud, S. N. D. (2020). Kesediaan guru Sains dan Matematik dalam melaksanakan pendidikan STEM dari aspek pengetahuan, sikap dan pengalaman mengajar [Teachers’ readiness in implementing STEM education from knowledge, attitude and teaching experience aspects]. Akademika, 90(S3), 1–13.
Hishamudin, N. A. (2023). Pengaplikasian bahan bantu mengajar berasaskan Teknologi Maklumat dan Komunikasi dalam pengajaran dan pembelajaran Bahasa Melayu [Application of information and communication technology-based teaching aids in the teaching and learning of the Malay language]. Universiti Pendidikan Sultan Idris.
International Labour Organization. (2020). ILO Monitor: COVID-19 and the world of work. Part I: Latest labour market developments: Continuing workplace closures, working-hour losses and decreases in labour income. International Labour Organization.
Kaplon-Schilis, A. (2019). Development and transfer of technological pedagogical and content knowledge for a special education elementary school teacher: Case study. Proceedings of the 2019 AERA Annual Meeting. https://doi.org/10.3102/1435245
Zaman, K., & Anwar, T. (2023). Investigating science teachers’ technology integration in classrooms. A case study of a private higher secondary school in Karachi, Pakistan. https://www.researchgate.net/publication/376719308
Krishnan, K., & Din, R. (2023). Pengaplikasian E-Pembelajaran dalam proses pengajaran dan pembelajaran dalam kalangan pensyarah di Kolej Vokasional Port Dickson [The Application of E-Learning in the Teaching and Learning Process Among Lecturers at Port Dickson Vocational College]. Journal of Personalized Learning, 5(1), 10–18.
Leendert, A. V., Doorman, M., Drijvers, P., Pel, J., & Steen, J. v. d. (2021). Teachers’ skills and knowledge in Mathematics education for braille readers. Technology, Knowledge and Learning, 27(4), 1171–1192. https://doi.org/10.1007/s10758-021-09525-2
Manoharan, R., & Iksan, Z. (2020). Tanggapan dan amalan pengintegrasian ICT dalam kalangan guru Sains [Perceptions and practices of ICT integration among Science teachers]. In Conference of Future Education and Advances (ICOFEA) 2020 (p. 724).
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2
Masingan, C. B., & Sharif, S. (2019). Pengetahuan pedagogi kandungan (PPK) guru bukan pengkhususan Reka Bentuk dan Teknologi (RBT) di sekolah menengah [Pedagogical content knowledge (PCK) of non-specialist Design and Technology teachers in secondary schools]. Malaysian Journal of Social Sciences and Humanities, 4(6), 64–71.
Masingan, C., & Sharif, S. (2021). Amalan pengintegrasian teknologi guru bukan pengkhususan mata pelajaran Reka Bentuk Dan Teknologi (RBT) di sekolah menengah berdasarkan model SAMR [Practice of technology integration by non-specialist teachers of Design and Technology (RBT) in secondary schools based on the SAMR model]. Jurnal Dunia Pendidikan, 3(3), 13–20.
Masnan, S. B., & Mohamed, S. (2023). Tahap pengetahuan dan kemahiran guru dalam melaksanakan aktiviti muzik dan pergerakan terhadap kanak-kanak prasekolah [Teachers' knowledge and skills in implementing music and movement activities for preschool children]. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(3), e002194. https://doi.org/10.47405/mjssh.v8i3.2194
Masrifah, M., Setiawan, A., Sinaga, P., & Setiawan, W. (2022). The effectiveness of using e-book based on multimodal representation and technological and pedagogical content knowledge (TPACK) to improve ICT literacy of physics teacher. AIP Conference Proceedings.
Mat, H., Mustakim, S. S., & Razali, F. (2023). Integration of digital learning to enhance higher-order thinking skills (HOTS) among elementary students in science education. iGREduc 2023, 45.
Ministry of Education Malaysia. (2023). Dasar Pendidikan Digital [Digital Education Policy]. Ministry of Education Malaysia.
Ministry of Education Malaysia. (2017). Secondary School Standard Curriculum (KSSM). Ministry of Education Malaysia.Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Ministry of Education Malaysia. (2016). Secondary School Standard Curriculum (KSSM). Ministry of Education Malaysia.
Mohammad Rusdi, A. M. (2017). Pengetahuan teknologi pedagogi kandungan dan kreativiti pengajaran dalam kalangan guru Bahasa Arab di Malaysia [Technological pedagogical content knowledge and teaching creativity among Arabic language teachers in Malaysia]. International Journal of Education and Training (InjET), 7(Isu Khas), 1–11.
Myyry, L., Kallunki, V., Katajavuori, N., Repo, S., Tuononen, T., Anttila, H. (2022, January). COVID-19 accelerating academic teachers’ digital competence in distance teaching. In Frontiers in education (Vol. 7, p. 770094). Frontiers Media SA.
Osman, M. R., & Maat, S. M. (2022). Efikasi kendiri dan sikap guru Matematik terhadap pengintegrasian teknologi maklumat dan komunikasi [Self-efficacy and Mathematics teachers' attitudes towards the integration of information and communication technology]. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(12), e002017–e002017.
Rauf, A. A., & Suwanto, S. (2020). Attitudes and technology integration among ESL secondary school teachers in Sabah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12).
Razali, H., Jamaluddin, R., & Kamaruddin, N. (2022). Implementing integrated STEM teaching in Design and Technology: Teachers’ knowledge and teaching practices. International Journal of Academic Research in Business and Social Sciences, 12(9), 1500–1514. https://doi.org/10.6007/IJARBSS/v12-i9/14672
Richard, G. S., Joseph, A., Elikem, K., & Edem, B. K. (2023). Technology integration in Technical and Vocational Education and Training (TVET): The role of the Art Teacher. Journal of Technical Education and Training.
Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24–33.
Shullman, L. S. (1986). Paradigms and research programs for the study of teaching. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). Macmillan.
Siqi, Z., & Chaetnalao, A. (2024). A new perspective on snowboarding: An in-depth exploration of beginner education experiences. Journal of Community Development Research (Humanities and Social Sciences), 17(1), 130–145.
Taib, S. H., Ismail, M. A., & Lubis, M. A. L. A. (2020). Inovasi kesepaduan dan strategi pengajaran dan pembelajaran di Era Revolusi Industri 4.0 [Integrated innovation and teaching and learning strategies in the era of Industry Revolution 4.0]. Asean Comparative Education Research Journal on Islam and Civilization (ACER-J), 3(2), 38–54.
Tan, S. C., Chan, C., Bielaczyc, K., Ma, L., Scardamalia, M., & Bereiter, C. (2021). Knowledge building: Aligning education with needs for knowledge creation in the digital age. Educational Technology Research and Development, 69(4), 2243-2266.
UNESCO. (2020). Global education monitoring report: Inclusion and education, all means all. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718
Zolkefli, B., Nordin, O., & Mohd Kasri, S. (2018). Faktor-faktor yang mempengaruhi pengintegrasian teknologi pengajaran berdasarkan model TPACK dalam kalangan guru Matematik [Factors influencing the integration of teaching technology based on the TPACK model among Mathematics teachers]. Proceedings of the ICECRS, 1(2), 66–73.
Shafie, S. F. Z., & Jamaluddin, R. (2025). Relationship between Teacher’s Knowledge and Digital Technology Integration in Design and Technology Teaching Practices. International Journal of Academic Research in Business and Social Sciences, 15(1), 694–706.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode