There has been report on the shortage of teachers all over the world, including TVET teachers. As main producer

durability in facing modern TVET challenges. This study aims to measure the content validity of the criteria for

sustainable TVET Teacher Education program at Master’s Level. A Content Validity Index (CVI) was used as

validity indicating the readiness of this set of criteria to be further validated by experts of different stakeholders

future endeavors.

In any countries, either developed or developing, recognized teachers as one of the professions that contributes

towards the quality of its citizen. Therefore, it can be said that teachers are the roots of nations’ talent quality

and carrying vast responsibility not only in academic aspect, but also in overall aspect including skills and

attitude. TVET teachers for instance are believed to have the responsibility in delivering industry-relevant

training, maintaining current knowledge of technologies, assessing student competencies, fostering soft skills,

As any other teacher education program, TVET teachers are produced specifically from TVET teacher programs

whereby the curriculum development of the program is developed according to the exclusive requirement of

TVET teachers. This includes the integration of both academic and skill training with direct involvement from

the industries itself. This is differed from other academic teacher training as the contribution and involvement of

industry player is compulsory for TVET Teacher Education program. Previous research had included strong

industry partnerships, and innovative teaching methods, all aimed at establishing sustainable, high-quality

training systems tailored to local contexts as part of core component in TVET teacher education program globally

together with well-structured pre- and in-service training, targeted pedagogical and domain-specific training [3].

Not only that, [4] also had concluded that professional development is essential for enhancing the competencies

and self-efficacy of novice TVET teachers.

professionals as educators, ensuring they possess both practical expertise and pedagogical knowledge to

effectively prepare students for the evolving job market [6], [7]. Furthermore, addressing funding challenges is

crucial too, as adequate resources are necessary to upgrade training facilities and equipment, thereby aligning

educational offerings with modern industry standards [8]. By integrating these elements, TVET Teacher

Education programs can cultivate a skilled workforce capable of meeting current and future labour demands [9].

Therefore, this study was done in order to validate the criteria of sustainable TVET Teacher Education program

the existing program to ensure its sustainability success and quality.

The key responsibilities and duties of a TVET teacher encompass a multifaceted approach to education that

and professional identity, ultimately contributing to the production of skilled graduates who meet labour market

needs [12], [13]. Additionally, TVET teachers are expected to act as facilitators, motivators, and mentors, thereby

promoting a supportive learning environment that encourages student independence and social skills [13].

Core components of TVET teacher education programs globally encompass several critical elements aimed at

enhancing the quality and relevance of training. These include well-structured service training, which integrates

pedagogical and content training tailored to industry needs [3]. A strong and dynamic curriculum is essential,

emphasizing competency-based approaches that align with real-world applications and industry standards,

thereby equipping learners with necessary skills [14]. Continuous professional development is vital, ensuring

that teachers remain updated with evolving labour market demands and pedagogical practices [15]. Additionally,

strong institutional leadership and partnerships with industry are crucial for fostering effective training

environments and enhancing teacher competencies [3]. Overall, these components collectively contribute to the

sustainable development of TVET systems, addressing both educational and economic objectives [16].

Vocational Education and Training (TVET) or Teacher Education.

ii. Currently holds a managerial or leadership position within a related institution (e.g., university,

polytechnic, skills training centre, or ministry/agency involved in TVET or education).

iii. Possesses at least a Master's degree in TVET, Education, or a closely related field.

The use of expert panels to evaluate assessment items contributes to the robustness of the CVI, which improved

the overall validity of the instruments used in various educational settings [17]. This systematic approach not

only enhances the credibility of the assessments but also offers consistency among evaluators or the experts,

thereby increasing inter-rater reliability and effectively leading to more trustworthy educational outcomes [18].

As recommended by [19], 8-12 experts are suitable for content validation evaluation. Upon selected, experts

rating of 3 or 4 were divided by the total number of experts. For above six experts, the value should not be less

than 0.78 [21]. Item with value near to 0.78 need to be reviewed while item with low I-CVI need to be deleted

[19]. On the other hand, to calculate the S-CVI/Ave, the total items that were scored as relevant (I-CVI >.78)

divided by the total number of items. The recommended value for S-CVI/Ave is 0.90 [20].

The instrument used in this study consist of 36 items related to the criteria for sustainable TVET Teacher

systematic literature review. There are eight domains studied in this study. Each domain consists of several

elements related to the criteria for sustainable TVET Teacher Education program at Master’s level. The domains

are Advanced Sustainable Curriculum, Transformational Leadership in TVET, Sustainable Research and

Innovation, Capacity Building of Master’s degree TVET educators, Digital and Technological Integration,

by email of appreciation for every response. After that, the analysis of CVI begin with eight returns Google Form

from eight experts. The data were analyzed using Microsoft Excel to have better formula calculation.

Table 1 The Structure Of The Instrument

Policy and Advocacy in TVET

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An I-CVI was calculated for each item as shown in Table 1. To further evaluate the items, a modified kappa

statistic (K) was used to adjust any chance of agreement between experts. It is important to calculate the kappa

value since high CVI can occurred by chance. By referring to [19], the good score of Modified Kappa is between

0.60- 0.74 while greater than 0.75 is excellent. To kept an item, it needs to have the value of I-CVI of above 0.78

studied in this article comprises of Advanced Sustainable Curriculum, Transformational Leadership in TVET,

Sustainable Research and Innovation, Capacity Building of Master’s degree TVET educators, Digital and

Technological Integration, Stakeholder Engagement and Partnership, Policy and Advocacy in TVET, and

Sustainable Institutional Management. All these domains can be found discussed well in terms of its important

to the TVET Teacher Education. It is undeniable how each of the domains can successfully influence the

sustainability of the program based on the past research and this has been further validated by the experts in

person through this study. For instance, [22] had clearly stated that TVET teacher education programs can

address the skilled workers shortage by enhancing curriculum design to include experiential and industry-based

learning, investing in modern training facilities, and ensuring continuous teacher training to align with evolving

workforce demands and industry standards. This is inline with the domain of Stakeholder Engagement and

teacher education frameworks primarily emphasize traditional pedagogical approaches and often lack alignment

with industry demands, resulting in gaps in teacher qualifications and competencies [25]. In contrast, this study

finding advocate for a more flexible, competency-based model that integrates labor market components,

emphasizes continuous professional development, and utilizes qualified teacher-trainers skilled in adult learning

[26]. Additionally, the reforms aim to address the bureaucratic nature of current standards, which can marginalize

professional knowledge, by promoting a more context-sensitive understanding of teaching practices.

Furthermore, the finding in this study suggests incorporating broader competencies, such as digital pedagogical

skills, to better prepare instructors for the evolving global workforce [27]. In all, the reforms seek to enhance the

quality and relevance of TVET teacher education, ensuring that educators are equipped to meet contemporary

educational and industry needs.