Inequality of participation and access to quality education for disadvantaged students in the TVET education system is an issue that is often reported by researchers around the world. Learning strategies play an important role in increasing student participation. This systematic literature review was conducted to identify the impact of TVET education learning strategies, analyses the impact and adapt appropriate learning strategies in increasing the participation of urban and rural students to reduce the inequality of access in TVET education. A thematic analysis through 22 papers were selected from Scopus, Web of Science (WOS), ERIC, and Science Direct databases under the guidance of the PRISMA procedure specifically in comparing the TVET learning strategies best practices and the impact of the diversity of learning strategies that practiced. The finding of this SLR review reveals that job-based learning dominates TVET education, and that technology integration has a significant impact on current trends in industry demand. Therefore, the proposal to use the integration of technology in the existing TVET education needs to be considered to increase the participation of urban students as well as the access of rural and rural students as well as improve the development of human resources in achieving the SDGs.
Akshay, N., Sreeram, K., Anand, A., Venkataraman, R., Bhavani, R. R., Ammachi, & Vidyapeetham, V. 2012. MoVE: Mobile Vocational Education for Rural India. 2012 IEEE International Conference on Technology Enhanced Education (ICTEE), 1–5.
Almeida, C., & Moldovan, L. 2014. Mobile Learning Methodology for European Trainers and VET Systems Quality Improvement. Procedia Technology, 12, 646–653.
Australia TVET. 2009. Productivity Commission Education and Training Workforce Study-Submission by TVET Australia.
Australian Council for Educational Research. 2019. ACER Annual Report 2018-19.
Azid, N., Nur, A. H. B., Md-Ali, R., & Isa, Z. C. 2023. Conceptualizing Case-based Simulation Framework: Evidence from Electrical Technology in TVET Case Study. International Journal of Instruction, 16(1), 1079–1098.
Badawi, S., & Dr?goicea, M. 2023. Towards a Value Co-Creation Process in Collaborative Environments for TVET Education. Sustainability (Switzerland), 15(3).
Braun, V., & Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cechella, F., Abbad, G., & Wagner, R. 2021. Leveraging learning with gamification: An experimental case study with bank managers. Computers in Human Behaviour Reports, 3.
Charles, L., Xia, S., & Coutts, A. P. 2022. Digitalization and Employment A Review. www.ilo.org/publns.
Commonwealth of Australia. 2018. Research messages 2017 National Centre for Vocational Education Research.
Dahalan, F., Alias, N., & Shaharom, M. S. N. 2023. Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review. Education and Information Technologies. h
Díaz-Ramírez, J. 2020. Gamification in engineering education – An empirical assessment on learning and game performance. Heliyon, 6(9).
Divayana, D. G. H., Suyasa, P. W. A., & Widiartini, N. K. 2021. An innovative model as evaluation model for information technology-based learning at ICT vocational schools. Heliyon, 7(2).
DOSM. 2018. Sustainable Development Goals (SDG) Indicators Malaysia 2018.
DOSM. 2023. Statistik Pekerjaan dan Perburuhan. Siri 35 Bil.1/2023.
EPU. 2016. Transforming Technical and Vocational Education and Training to Meet Industry Demand. http://www.epu.gov.my
EPU. 2021. Dasar Revolusi Perindustrian Keempat (4IR) Negara.
Esichaikul, V., Wettasinghe, J., Jayalath, J., & Esichaikul, V. 2019. Gamification in e-Learning for Technical and Vocational Education and Training Challenges, Trends and Opportunities of Technical and Vocational Education and Training (TVET) Gamification in e-Learning for Technical and Vocational Education and Training.
European Commission. 2020. A Strategy for Smart, Sustainable and Inclusive Growth.
Fesol, S. F. A., Salam, S., Osman, M., Bakar, N., & Salim. (2016). Learning Style Approaches for Gen Y: An Assessment Conducted in a Malaysian Technical University. Pertanika J. Soc. Sci. & Hum, 24(4), 1335–1347.
Francesca Amenduni, & Alberto Cattaneo. 2021. Digitally Enhanced Apprentices’ Perception of Connectivity Across Learning Location.
Gilan, N. R., Reshadat, S., Ghasemi, S. R., Kohnepushi, H., Kolahloo, N. M., Gilan, S. R., & Ahmadian, M. 2012. Training needs assessment of cooperatives in applicable technical and vocational educations in Kermanshah (Iran). Journal of Applied Sciences, 12(21), 2225–2234.
Hochmuth, M., Geßler, A. N., Seyffer, S., & Frey, A. 2022. How are apprentice satisfaction and concerns changing as a consequence of the coronavirus pandemic? Social Sciences & Humanities Open, 5(1), 100258.
Jeong, E. 2020. Education Reform for the Future: A Case Study of Korea. In International Journal of Education and Development using Information and Communication Technology (IJEDICT) (Vol. 16, Issue 3).
Jiang, S., & Dong, L. 2022. Association between deprivation and cognitive ability among Chinese adolescents: Examining the mechanisms of parental involvement in a rural–urban dual system. Current Psychology, 41(7), 4602–4611.
Joon Hwang, D., Yang, H.-K., & Kim, H. 2010. E-Learning in the Republic of Korea.
Kozma, R. B., Isaacs, S., & Unesco. 2011. Transforming education: the power of ICT policies.
Legaki, N. Z., Karpouzis, K., Assimakopoulos, V., & Hamari, J. 2021. Gamification to avoid cognitive biases: An experiment of gamifying a forecasting course. Technological Forecasting and Social Change, 167.
Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. 2020. The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International Journal of Human Computer Studies, 144.
Liu, Y., Daff, S., & Pearson, C. 2020. Shaping sustainable employment and social consequences of indigenous Australians in a remote region. Sustainability (Switzerland), 12(21), 1–16.
Lyu, J., Li, M., & Wang, D. 2016. Experiential learning and its effectiveness from the perceptions of hospitality students. Journal of Teaching in Travel and Tourism, 16(4), 296–315.
Maksum, H., Yuvenda, D., & Purwanto, W. 2022. Improvement of Metacognitive and Critical Thinking Skills through Development of the a ‘Teaching Factory Based on Troubleshooting’ (TEFA-T) Model in Automotive Vocational Learning. Journal of Turkish Science Education, 19(3), 1015–1036.
Ministry of Education. 2013. Malaysia Education Blueprint 2013-2025. www.moe.gov.my
Ministry of Education, F. 2015. Report on Vocational ¬Education and Training 2015.
MOHE. 2019. TVET Country Profile-Malaysia. https://sea-vet.net/.
Muchlas, Budiastuti, P., Khairudin, M., Santosa, B., & Rahmatullah, B. 2023. The Use of Personal Learning Environment to Support an Online Collaborative Strategy in Vocational Education Pedagogy Course. International Journal of Interactive Mobile Technologies, 17(2), 24–41.
Nadya Subramaniam, F. A. A. 2023. Governance of TVET in Malaysia: Gaps and opportunities for researchers. 20, 1–16. www.tvet-online.asia
Ogbuanya, T. C., & Onele, N. O. 2018. Investigating the Effectiveness of Desktop Virtual Reality for Teaching and Learning of Electrical/Electronic Technology in Universities. Computers in the Schools, 35(3), 226–248.
Okolie, U. C., Elom, E. N., Igwe, P. A., Binuomote, M. O., Nwajiuba, C. A., & Igu, N. C. N. 2021. Improving graduate outcomes. Higher Education, Skills and Work-Based Learning, 11(1), 92–110.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S.,Moher, D. 2021. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. In The BMJ (Vol. 372). BMJ Publishing Group.
Paryono. 2017. The importance of TVET and its contribution to sustainable development. AIP Conference Proceedings, 1887. https://doi.org/10.1063/1.5003559
Pathak, S., Aggarwal, S., & Pathak, M. S. 2021. Gamification in Education industry. Article in Journal of Contemporary Issues in Business and Government, 27(1), 2021.
Pilz, M., Li, J., Canning, R., & Minty, S. 2018. Modularisation approaches in Initial Vocational Education: evidence for policy convergence in Europe? Journal of Vocational Education and Training, 70(1), 1–26.
Quesada, H., Mazzola, J., & Sherrard, D. 2020. Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala. Journal of Experiential Education, 43(4), 381–397.
Renwick, K. 2001. Learning to learn online-Box Hill Learning Network. AVETRA.
Samah, L. A., Ismail, A., & Hasan, M. K. 2022. The Effectiveness of Gamification for Students’ Engagement in Technical and Vocational Education and Training. IJACSA) International Journal of Advanced Computer Science and Applications, 13(9).
Schmid, E., Scharnhorst, U., & Kammermann, M. 2021. Developing Two-Year Apprenticeships in Norway and Switzerland. Vocations and Learning, 14(1), 55–74.
Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Çetinkaya-Rundel, M., & Canelas, D. A. 2017. Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers and Education, 110, 35–50.
Sung, A. J. 2018. Skills and the Future of Work Strategies for inclusive growth in Asia and the Pacific.
Thang, T., Yian, T., & Park, J. 2018. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic. In Skills and Future of Work: Strategies for Inclusive Growth in ASia and the Pacific (pp. 1919–2019). International Labour Organization.http://www.unesco.org/ileadmin/MULTIMEDIA/HQ/ED/ED/pdf/FFA_Complet_Web-ENG.
The National Center on Education and the Economy. 2015. Gold Standard: The Swiss Vocational Education and Training System.
Ulfatin, N., Putra, A. B. N. R., Heong, Y. M., Zahro, A., & Rahmawati, A. D. 2022. Disruptive Learning Media Integrated E-Generator Practice System to Advance Self-Efficacy Learners Levels in Era of Education 4.0. International Journal of Interactive Mobile Technologies, 16(4), 4–16.
UNESCO. 2015. Transforming our world: the 2030 Agenda for Sustainable Development Transforming our world: the 2030 Agenda for Sustainable Development Preamble.
UNESCO. 2017. ICT-Enhanced Innovative Pedagogy in TVET in the Asia-Pacific Beyond Access.
UNESCO. 2021. Sub-Education Policy Review Report: TVET.
UNESCO-UNEVOC. 2021. Technical and Vocational Education and Training for Disadvantaged Youth.
Vokasional, K. 2018. TVET 4. FRAMEWORK driving future talents.
Wirani, Y., Nabarian, T., & Romadhon, M. S. 2021. Evaluation of continued use on Kahoot! As a gamification-based learning platform from the perspective of Indonesia students. Procedia Computer Science, 197, 545–556.
Wu, P.-L., Shiu University, C., Hsi-Chi Hsiao, T., Hsiao, H.-C., Wu, W.-H., Lin, C.-H., & Huang, S.-H. 2010. A Survey of Technical and Vocational Students’ Motivation, Style and Achievement in Information Technology and Society Courses. The International Journal of Learning, 17(8).
Yang, Y. T. C. 2015. Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students. Computers and Education, 81, 281–295.
Yang, Y.-T. C. 2015. Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students. Computers and Education, 81, 281–295.
Zaikov, K. S., Saburov, A. A., Tamitskiy, A. M., & Nikiforov, A. S. 2021. Online education in the Russian Arctic: Employers’ confidence and educational institutions’ readiness. Sustainability (Switzerland), 13(12).
