A Systematic Literature Review of Automotive TVET Teachers’ Attitudes towards the Adoption and Implementation of Constructivist Teaching Modules for Automotive Air Conditioning Training.

Traditional, teacher-centred, behaviourist teaching methods still predominate in TVET institutions today, particularly in technical subjects like HVAC and air conditioning. These methods frequently fail to foster in students a deeper comprehension, higher-order thinking, and practical competence. This study presents a systematic literature review of automotive TVET teachers’ attitudes toward the adoption and implementation of constructivist teaching modules for automotive air conditioning (AAC) training. The review synthesises empirical evidence on teachers’ attitudes, factors influencing adoption, implementation barriers, and the impact of constructivist instructional approaches on teaching effectiveness and skill acquisition in TVET contexts. A PRISMA-guided systematic review approach was employed, with literature retrieved from databases including Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar. From an initial 6,871 records, 22 studies met the inclusion criteria after systematic screening, eligibility assessment, and quality appraisal. Thematic synthesis of the included studies revealed key patterns related to teacher attitudes, adoption determinants, and implementation challenges. Findings indicate that TVET teachers generally hold positive attitudes toward constructivist teaching modules; however, their adoption is influenced by professional development, instructional resources, self-efficacy, and institutional support. Major barriers include inadequate infrastructure, weak assessment systems, limited ICT integration, and insufficient industry collaboration. The review also shows that constructivist approaches, particularly project-based and learner-centred strategies, enhance learner engagement, critical thinking, and skill acquisition. Although there are several benefits, research specifically addressing automotive air conditioning training is limited, revealing a significant gap in the current literature. The study concludes that while constructivist teaching modules have strong potential to improve automotive TVET outcomes, their successful implementation requires improvements in teacher training, infrastructure, assessment practices, and curriculum industry alignment. The review provides a foundation for future development and evaluation.

Systematic literature review; TVET

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