Final-Year Projects (FYPs) within Malaysian TVET programs focus on technical skills in students but overlook vital communication skills for workplace preparedness. In this paper, FYP assessment rubrics from UTeM are analyzed and found to give slight emphasis on language ability—writing and presentation skills. Based on an analysis of rubrics, the paper identifies gaps and recommends cross-curricular integration strategies that align with CEFR and IR 4.0 requirements. The integration of communication into FYPs, achieved through transforming rubrics, inter-faculty cooperation, and incorporating industry feedback, can lead to more comprehensive graduate development and improved employability success in Malaysia's evolving technical education context.
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