The rapid transformation of industrial ecosystems under the Fourth Industrial Revolution (4IR) has significantly reshaped technical and vocational education and training (TVET), particularly in civil engineering disciplines. This study develops a comparative analytical framework to assess the evolution of occupational training practices among TVET civil engineering students in the modern era. The research synthesizes global and regional literature to examine how technological disruption, competency-based education, and labor market demands are redefining skill development pathways. Using a qualitative comparative design informed by secondary data analysis, the study critically evaluates shifts in pedagogical approaches, workplace integration, and competency alignment with industry expectations.

Findings suggest that occupational training in TVET civil engineering has transitioned from traditional task-based instruction to integrated, technology-enhanced, and industry-responsive models. However, gaps persist in curriculum-industry alignment, digital infrastructure readiness, and instructor capability development. The study highlights that 4IR technologies, including automation, digital modeling, and intelligent construction systems, are increasingly central to training frameworks (Xu, David, & Kim, 2018). Despite these advancements, disparities between policy intentions and institutional implementation remain a key concern in developing contexts.

The proposed framework contributes to enhancing comparative evaluation of TVET systems by integrating competency mapping, industry feedback loops, and digital skill integration indicators. The study offers implications for policymakers, curriculum designers, and institutional leaders aiming to modernize occupational training systems in civil engineering education.

TVET, Civil Engineering Education, Occupational Training, Fourth Industrial Revolution, Competency

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