The Fourth Industrial Revolution (Industry 4.0) has created a demand for a skilled workforce with technical, digital, and problem-solving abilities essential for workforce development, and Technical and Vocational Education and Training (TVET) provides such a pathway. Although efforts have been made to improve TVET in Malaysia, misconceptions and negative perceptions still influence students' decisions regarding TVET education. This study examines the perceptions of students in STEM fields concerning the aims of TVET and the factors that may discourage STEM students from pursuing a TVET pathway. The study focuses on students in the STEM A stream, considered a potential talent pool for High-Value Technical and Vocational Education and Training (Hi-TVET) programmes, and is guided by Human Capital Theory and Social Cognitive Career Theory. This quantitative survey involved 720 upper secondary school students aged 16 from four geographical zones in Peninsular Malaysia. Data were collected using a structured questionnaire covering 10 TVET goals and 10 demotivating factors, and analysed using descriptive statistics. The findings revealed a high level of agreement with the objectives of TVET (M = 4.26, SD = 0.69), indicating that respondents recognised the role of TVET in developing practical skills, employability, and competencies required for Industry 4.0. Although respondents reported a moderate level of agreement with the identified demotivating factors (M = 3.34, SD = 1.04), the results do not necessarily indicate strong negative perceptions of TVET. Rather, the relatively high proportion of neutral responses regarding career prospects, educational progression opportunities, programme costs, and Industry 4.0 readiness suggests uncertainty and limited awareness of TVET pathways. These findings imply that information gaps, rather than negative attitudes, may be a more significant factor influencing students’ perceptions and future consideration of TVET. The study reveals that, although students in STEM courses generally understand the importance of TVET and its contribution to workforce development for Industry 4.0, social perceptions and lack of awareness remain challenges to making TVET attractive. To encourage greater engagement in TVET, enhanced career guidance, increased exposure to TVET pathways, and raising public awareness are essential.
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