The growing urgency of global sustainability challenges has intensified the need to embed Education for Sustainable Development (ESD) within Technical and Vocational Education (TVE) systems. Despite policy-level commitments, a persistent gap exists in effectively integrating sustainability competencies into teacher preparation programs. This study develops an analytical model based on a systematic literature review of foundational and contemporary works in sustainability education, teacher training, and vocational systems. The paper synthesizes theoretical frameworks, pedagogical approaches, and institutional strategies to construct a multi-dimensional integration model tailored for TVE teacher education. The findings highlight critical dimensions including competency alignment, curriculum transformation, pedagogical innovation, institutional readiness, and assessment mechanisms. The proposed model offers a structured pathway for embedding sustainability competencies within teacher preparation programs, emphasizing both technical skills and socio-ecological awareness. The study contributes to bridging the disconnect between sustainability theory and vocational teaching practice while identifying implementation challenges and future research directions.

The increasing emphasis on Technical and Vocational Education and Training (TVET) as a driver of economic development has elevated the importance of entrepreneurship education in producing competent and employable graduates. Despite extensive implementation of entrepreneurship training programmes, the absence of a unified analytical model limits the systematic evaluation of their effectiveness. This study develops an integrated model to assess how entrepreneurship training programmes influence competency development and employability outcomes among TVET graduates. Grounded in entrepreneurship theory, human capital theory, and competency-based education frameworks, the model synthesizes key constructs including entrepreneurial skills, self-efficacy, experiential learning, and institutional support mechanisms. The methodology adopts a conceptual-analytical approach supported by structural modeling principles such as PLS-SEM to illustrate relationships among variables. Findings indicate that programme effectiveness is significantly mediated by experiential learning design, supervisory support, and psychological constructs such as self-efficacy. The study contributes a multidimensional evaluation framework applicable to policy makers and educational institutions, while highlighting limitations in measurement standardization and contextual variability. The research offers strategic recommendations for optimizing entrepreneurship training to enhance both competency acquisition and graduate employability in TVET systems.

The increasing demand for skilled labor in the construction industry necessitates a robust evaluation mechanism for on-the-job training (OJT) programs within vocational education systems. In Malaysia, vocational colleges play a pivotal role in equipping construction technology students with industry-relevant competencies. However, the absence of a standardized and analytically grounded framework for assessing OJT components and competency constructs limits the effectiveness of training outcomes. This study develops a conceptual framework integrating competency-based education principles, Rasch measurement theory, and Bloom’s taxonomy to systematically evaluate OJT structures in Malaysian vocational colleges. The research adopts a qualitative analytical methodology grounded in existing literature and policy documents to identify core constructs, elements, and performance indicators. The proposed framework emphasizes alignment between industrial expectations, curriculum standards, and assessment practices. Findings reveal critical gaps in current evaluation systems, particularly in competency validation, assessment reliability, and integration of generic skills. The study contributes a structured, scalable model for enhancing OJT effectiveness and provides implications for curriculum designers, policymakers, and educators in vocational training systems.

The integration of High Order Thinking Skills (HOTS) into contemporary education systems has emerged as a critical determinant of students’ cognitive development and academic performance. This study investigates the effectiveness of a self-instructional manual designed to enhance HOTS and improve students’ assignment achievement. Drawing on the theoretical foundations of cognitive taxonomy and metacognitive learning frameworks, the research develops a structured intervention model that enables students to independently engage in higher-order cognitive processes such as analysis, synthesis, and evaluation. The study adopts an analytical and conceptual methodology supported by existing empirical literature to evaluate how structured self-learning tools influence learning outcomes. Findings indicate that the implementation of a HOTS-based self-instructional manual significantly improves students’ ability to construct complex arguments, apply critical reasoning, and produce high-quality academic assignments. The study further highlights the importance of aligning instructional materials with national education policies emphasizing HOTS development, particularly in the context of Malaysian education frameworks. Limitations related to contextual adaptability and learner variability are also discussed. The research contributes a scalable instructional model that can be applied across diverse educational environments to optimize student learning outcomes and promote independent cognitive engagement.