This study develops a multidimensional framework for integrating culinary vocational training with Islamic education within juvenile rehabilitation centres in Malaysia. The increasing number of at-risk and incarcerated youth necessitates rehabilitative models that combine skill acquisition with moral and spiritual development. Traditional rehabilitation programs often treat vocational training and religious education as separate domains, resulting in limited holistic transformation outcomes. Guided by a mixed-methods research design grounded in educational and organizational development theory (Creswell, 2008), this study synthesizes existing empirical and conceptual literature to propose an integrated intervention framework.
The proposed model aligns culinary arts training—focused on employability, discipline, and technical competence—with Islamic education, emphasizing moral values, ethical behavior, and personal accountability. Findings from literature synthesis suggest that integrated programs enhance behavioral rehabilitation, improve employability readiness, and strengthen psychosocial stability among juvenile offenders. Furthermore, institutional factors such as leadership credibility, curriculum design, and environmental support significantly influence the effectiveness of training transfer (Elangovan & Karakowsky, 1999).
The study contributes to rehabilitation pedagogy by offering a structured, culturally responsive framework tailored to Malaysian juvenile centres. It highlights the importance of holistic rehabilitation approaches that combine technical skill development and spiritual reintegration. The framework also provides policy implications for youth development agencies seeking to improve rehabilitation outcomes through integrated education systems.

Juvenile rehabilitation, culinary vocational training, Islamic education, integrated framework

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