Integrating Electric Vehicle (EV) Technology into Teaching & Learning Among TVET Institutions in Malaysia

Malaysian Technical and Vocational Education and Training (TVET) institutions must align their educational frameworks with national goals of 15% electric vehicle penetration by 2030 and 80% by 2050 to transition to electric vehicles. This study uses Socio-Technical Systems (STS) theory to examine Malaysian TVET institutions' integration of electric vehicle technology, finding major gaps between the present curriculum centred on internal combustion engines and growing electric vehicle skills. This study uses narrative review and thematic synthesis to identify five critical misalignments: technical infrastructure and social capacity, policy-practice integration, industry-academia collaboration, sustainability and adaptation, and accreditation integration. The research shows that Malaysian TVET institutions have systemic issues beyond equipment acquisition, including technological infrastructure and human resource skills. This study uses STS theory to propose a comprehensive integration framework that optimizes technical and social subsystems across five key domains: technical infrastructure advancement and social capacity enhancement, policy-practice alignment mechanisms, integrated industry collaboration systems, adaptive sustainability frameworks, and accreditation-compliant integration. The framework recommends a gradual implementation plan based on organisational change management since effective electric vehicle teaching involves synchronous technological and social changes in TVET institutions.

Electric vehicles Technology, TVET, socio-technical systems, workforce development

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