The 2027 School Curriculum introduced by the Malaysian Ministry of Education represents a transformative step toward humanizing education through the Character Formation Program. This initiative seeks to cultivate holistic learners who demonstrate intellectual competence, emotional maturity, and moral integrity. This conceptual paper examines the theoretical, pedagogical, and institutional dimensions of integrating character formation into Malaysia’s education system, with particular attention to Technical and Vocational Education and Training (TVET). Drawing upon Social Learning Theory, Ecological Systems Theory, Character Education Framework, and Positive Education, the paper conceptualizes character formation as a dynamic and contextualized process that connects cognitive, emotional, and ethical growth. The increasing prevalence of student misconduct and violence underscores the urgency of moral and psychosocial reform within Malaysian schools. The paper further argues that successful implementation of character formation depends on sustained collaboration among teachers, administrators, parents, and industry partners. Evidence-based modules are proposed to demonstrate practical applications of character education in vocational colleges, supported by contemporary international research validating their reliability and impact. By situating the Character Formation Program within Malaysia’s policy framework and aligning it with global educational agendas, this paper presents a value-driven conceptual model designed to produce ethical, resilient, and socially responsible graduates prepared for an increasingly complex and interconnected world.
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