Digital Transformation in Technical and Vocational Education and Training (TVET): Case Studies from Indonesia, Malaysia, and Taiwan
DOI:
https://doi.org/10.55927/jiph.v5i1.4Keywords:
TVET, Vocational Education, Indonesia, Malaysia, TaiwanAbstract
Digital transformation in Technical and Vocational Education and Training (TVET) has become a strategic priority in many countries to enhance the relevance of education to the needs of the digital economy and the industrial sector. This article aims to conduct a comparative analysis of digital transformation in TVET in Indonesia, Malaysia, and Taiwan. The research employs a comparative literature review approach with a qualitative descriptive design, drawing on journal articles, conference proceedings, policy documents, institutional reports, and relevant review studies. The findings indicate that Indonesia focuses its TVET transformation on strengthening the “link and match 8+i” framework through collaborative curricula, teaching factories, internships, and industry-based certification. Malaysia stands out through national digital policy support such as MyDIGITAL, the strengthening of digital talent, and the integration of technology into vocational education. Taiwan demonstrates a more established model because TVET has long been linked to economic development strategies, national workforce development, and close partnerships between educational institutions and industry. Although the three countries have different approaches, all demonstrate that the success of TVET’s digital transformation depends not only on technology adoption but also on the synergy between policy, curriculum, educators, infrastructure, and industry collaboration. Thus, TVET’s digital transformation must be understood as a systemic change to produce graduates who are adaptable, competent, and relevant to the demands of today’s and tomorrow’s digital economy.
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