• The COVID-19 pandemic triggered an unprecedented disruption in Technical and Vocational Education and Training (TVET) systems worldwide, necessitating rapid pedagogical transformation, digital integration, and reconfiguration of teaching–learning ecosystems. This study proposes an evaluation model for assessing pandemic-driven transformation in TVET pedagogical practices, focusing on a cross-national comparative context between Indonesia and Malaysia. The research synthesizes digital transformation theories, blended learning frameworks, and online education readiness models to construct a multi-dimensional evaluation structure encompassing institutional readiness, pedagogical adaptability, technological infrastructure, and learner engagement.
  Drawing upon prior studies on digital education transformation and COVID-19 educational disruption (Bogdandy, Tamas, & Toth, 2020), this study positions TVET systems within the broader paradigm of Industry 4.0-aligned education ecosystems. The methodology is grounded in a conceptual and analytical modeling approach supported by structured literature synthesis from recent empirical and theoretical studies. The findings suggest that both Indonesia and Malaysia demonstrate partial but uneven digital readiness, with Malaysia exhibiting relatively stronger synchronous learning integration and Indonesia showing broader adoption challenges but higher flexibility in informal digital adaptation strategies.
  The proposed evaluation model provides a structured framework for assessing TVET resilience, adaptability, and sustainability in crisis contexts. It contributes to policy formulation, institutional benchmarking, and future digital transformation strategies in vocational education systems across developing economies.
  
  
  
  

TVET transformation, COVID-19 pandemic, digital pedagogy, blended learning

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