Development of i-Code model for technical instructors in managing learning and teaching process towards digital TVET / Raihan Tahir

Raihan , Tahir (2024) Development of i-Code model for technical instructors in managing learning and teaching process towards digital TVET / Raihan Tahir. PhD thesis, Universiti Malaya.

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Abstract

The rapid advancement of digital technologies and the evolving demands of the labour market have triggered transformative changes in the education and training landscape. In the era of Industry 4.0, characterised by cutting-edge technologies and pervasive digitalisation, traditional industrial processes have undergone a revolutionary transformation, leading to entirely new occupational profiles. Consequently, individuals entering the workforce need new skills and competencies to thrive in this digital era. To address this, the integration of digital technologies in Technical and Vocational Education and Training (TVET) plays a pivotal role in preparing individuals for Industry 4.0. The recent COVID-19 pandemic has further accelerated online and remote learning adoption, underscoring the imperative of digitalisation in TVET. However, these advancements have also unveiled digital divides, exposing limitations in the conventional approaches to learning and teaching (L&T) and an opportunity towards Digital TVET. This research focuses on the challenges faced by technical TVET instructors in managing the L&T process and aims to develop a comprehensive model to address these challenges. Supported by evidence-based recommendations, this study delves into instructional design strategies to enhance the quality of TVET. Surveys were conducted with 18 technical TVET instructors teaching accredited manufacturing and mechanical programmes in Malaysia, revealing challenges and practical recommendations for managing the L&T process. Notably, there was an average increase of 33.8% in the application of digital technology, indicating room for further growth. Through consensusbuilding techniques using the Nominal Group Technique and Interpretive Structural Modelling by 9 experts, a four-dimensional L&T process model was designed and developed. The L&T process model was further evaluated by 13 TVET experts using the Fuzzy Delphi Method. This process led to the development of the I-CODE model. The ICODE model places TVET instructors at the core, emphasising their role in content, organisation, delivery, and evaluation within the TVET setting. Aligned with the requirements of Industry 4.0, this model promotes contextual learning, technologyintegrated environments, pedagogical innovations, and authentic assessments, ultimately bridging the gap between TVET instructions and industry demands. The implications of this research extend beyond individual instructors to the broader TVET ecosystem, providing evidence-based recommendations for TVET institutions, policymakers, and industry stakeholders to design and implement effective strategies towards Digital TVET. The I-CODE model outlines specific characteristics to prioritise for each dimension, guiding impactful and quality-driven TVET practices.

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