The increasing global demand for halal-certified products has intensified the need for robust halal supply chain management (HSCM) systems, particularly within Malaysia’s Technical and Vocational Education and Training (TVET) food industry. This study develops an analytical model to evaluate how HSCM practices influence halal compliance and integrity. Drawing upon established supply chain theories, halal certification frameworks, and statistical modeling approaches, the research integrates institutional standards with operational mechanisms across procurement, processing, storage, and distribution stages. The study employs a conceptual-analytical methodology supported by multivariate modeling principles to identify critical determinants affecting compliance. Findings reveal that traceability systems, supplier integrity, regulatory alignment, and technological integration significantly enhance halal assurance. The research contributes by proposing a structured evaluation model tailored to TVET environments, bridging the gap between theoretical halal compliance frameworks and practical implementation. Limitations include the absence of empirical validation and contextual variability across institutions. The study offers policy and managerial implications for strengthening Malaysia’s position as a global halal leader while improving workforce readiness within TVET sectors.

The integration of Learning Management Systems (LMS) within Technical and Vocational Education and Training (TVET) institutions has transformed instructional delivery, learner engagement, and institutional efficiency. However, disparities in effective usage persist due to varying technological, behavioral, and institutional determinants. This study develops an empirical model to evaluate the critical factors influencing LMS effectiveness in TVET environments. Grounded in the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Information Systems Success Model, the study synthesizes behavioral, technical, and contextual determinants into a multidimensional analytical framework. Using a quantitative research design, the model incorporates constructs such as perceived usefulness, system quality, user satisfaction, technical support, and institutional readiness. The findings reveal that system interactivity, perceived ease of use, and organizational support significantly influence LMS effectiveness, while socio-cognitive factors moderate user engagement. The study contributes to theoretical advancement by integrating multiple acceptance frameworks and offers practical implications for optimizing LMS deployment in TVET institutions.