Smart Home Automation in TVET: A Systematic Review of Curricular Readiness and Technology Acceptance

The rapid proliferation of Internet of Things (IoT) ecosystems and automated infrastructure has dramatically transformed the global residential electronics and electrical engineering sectors. To remain aligned with these advancements, Technical and Vocational Education and Training (TVET) systems must pivot from legacy, static wiring models to dynamic, programmable automation environments. This research paper provides a comprehensive conceptual and systematic review of the instructional, infrastructural, and pedagogical readiness of vocational programs for integrated smart home automation technologies. By synthesizing the Technology Acceptance Model (TAM), the Technological Pedagogical Content Knowledge (TPACK) framework, and the Theory of Planned Behavior (TPB) within an experiential learning paradigm, this study constructs a holistic evaluation vector across four foundational dimensions: macro-policy trajectories, institutional infrastructure capacity, human technical competence, and constructive curricular alignment. The review analyzes a curated matrix of peer-reviewed empirical research, regional development frameworks, and academic audits published between 2020 and 2026. The findings reveal a severe "theory-practice gap" within localized workshop environments. While national competency mandates such as the Technical Education and Skills Development Authority (TESDA) standards increasingly dictate mastery over microcontrollers, relays, and sensor networks, actual classroom delivery remains structurally constrained by acute instructional poverty, high equipment costs, and teacher technophobia. This paper establishes a literature-backed framework for the development and deployment of localized, transparent, open-source trainer boards (e.g., Arduino-powered setups). This structural intervention effectively mitigates learner cognitive load, replaces "black-box" instructional limits with absolute circuit traceability, and optimizes the behavioral intention of both educators and students to accept technical innovations. Ultimately, localized trainer boards represent a vital, cost-effective necessity to bridge the divide between theoretical mechanics and modern industrial operations.

Automation pedagogy, curriculum readiness

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