Developing and Evaluating the Process Control and Instrumentation Trainer: A Systematic Review of Curriculum Readiness and Technology Utilization in Philippine TVET

The global industrial transition toward the Fourth Industrial Revolution (4IR) requires a substantial realignment of technical-vocational training methods. Within the Philippine Technical-Vocational Education and Training (TVET) sector, particularly in Electrical Technology, there remains a persistent "theory-practice gap" caused by a mismatch between modern industrial standards and actual workshop instruction. This research paper provides a systematic assessment of the instructional and curricular readiness of TVET programs for industrial automation and process control. By synthesizing the Technology Acceptance Model (TAM) with experiential learning principles, this paper evaluates preparation across four core dimensions—Technical functionality, Alignment with standards, Readiness of staff, and Integration of pedagogy—collectively referred to as the T-ARI framework. The study reviews research, national policy directives from the Technical Education and Skills Development Authority (TESDA), and institutional academic audits published from 2020 to 2026. The novelty of this study lies in its grounded focus on the intersection of equipment sustainability and instructor readiness in resource-constrained regional training blocks. The findings indicate that while national competency standards emphasize instrumentation and control, actual classroom implementation is often hindered by equipment underutilization, where trainers are left unused or poorly maintained. Furthermore, instructor anxiety regarding complex automated logic and a lack of localized instructional materials continue to constrain student learning. Ultimately, the integration of durable, TESDA-aligned training simulators represents a strategic progression toward reducing the skills mismatch and ensuring national qualification readiness in an increasingly automated workforce.

Automation pedagogy, curriculum readiness, experiential learning

1. Ahmad, S., & Wrahatnolo, T. (2024). Modularity in vocational trainer kits: Aligning automotive technology education with modern electronics standards. Journal of Vocational Education Studies, 12(1), 88–102. [Google Scholar] [Crossref]

2. Al-Emran, M., & Granić, A. (2024). Technology Acceptance Model (TAM) in the 2020s: A systematic review of extensions, modifications, and pedagogical utility. Educational Technology Review, 51(2), 114–132. [Google Scholar] [Crossref]

3. Andal, M. C., Reyes, D. F., & Macasaet, L. E. (2022). Assessing the technological pedagogical content knowledge (TPACK) of TVL teachers in public senior high schools. Philippine Journal of Vocational Studies, 16(1), 45–59. [Google Scholar] [Crossref]

4. Azman, A. U. B., Jamal, A. H. B. M., & Ching, Y. S. (2025). Integrating electric vehicle technology into automotive TVET programmes in Malaysia: A review of curriculum readiness. International Journal of Research and Innovation in Social Science, 9(10), 6280–6290. [Google Scholar] [Crossref]

5. Basri, A. Q., et al. (2025). A potential electric vehicle curriculum development argument in Malaysia based on database analysis: A review. Cogent Education, 12(1), Article 2453268. [Google Scholar] [Crossref]

6. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. [Google Scholar] [Crossref]

7. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. [Google Scholar] [Crossref]

8. Fullan, M. (2020). Leading in a culture of change (Updated ed.). Jossey-Bass. [Google Scholar] [Crossref]

9. Hargreaves, A., & Shirley, D. (2019). Leading from the middle: Spreading learning, well-being, and identity across schools. Council of Ontario Directors of Education. [Google Scholar] [Crossref]

10. Ismail, A., Syed-Abdullah, S. I., Sulaiman, T., & Mohd Puad, M. H. (2025). The integration of green technology elements in the curriculum of industrial training at Malaysian vocational colleges. International Journal of Education, 17(2), 88–104. [Google Scholar] [Crossref]

11. JIP Publication. (2021). Addressing skills mismatch in industrial automation: A review of technical competency gaps in the vocational sector. JIP Research Series. [Google Scholar] [Crossref]

12. Jondra, I. W., & Sugiarta, I. N. (2021). Teaching motorcycle electrical systems in Southeast Asia: Designing localized simulator boards. ASEAN Journal of Engineering Education, 8(2), 103–117. [Google Scholar] [Crossref]

13. Kamaruzaman, A., et al. (2024). Aligning TVET institutions with modern industrial practices: A global perspective on automation and instrumentation. Journal of Technical Education and Training, 16(1), 112–125. [Google Scholar] [Crossref]

14. Lee, S. Y. (2024). Outcome-focused instructional modules and employability in community workforce programs: Developing the process control trainer. Philippine Journal of TVET Innovation, 21(3), 45–60. [Google Scholar] [Crossref]

15. Martinez, R. S. (2025). Entry barriers, cognitive load, and technophobia in electrical systems instruction. Computers in Human Behavior Reports, 17, Article 100245. [Google Scholar] [Crossref]

16. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. [Google Scholar] [Crossref]

17. Orbeta, A. F., & Corpus, J. M. (2024). Competency-based education and instructional media alignment: A case study of equipment utilization in Philippine TVET. Journal of Philippine Studies, 45(2), 89–104. [Google Scholar] [Crossref]

18. Pascua, R. M., & Lagunero Tagare, L. (2024). Instructional poverty in rural TVET: A case study of equipment scarcity in technical institutions. Philippine Journal of Vocational Studies, 18(1), 15–30. [Google Scholar] [Crossref]

19. Pecson, R. R., & Sarmiento, J. R. (2025). Student teaching and instructional materials in the 21st-century classroom: A literature review. Indonesian Journal of Teaching in Science, 5(1), 55–60. [Google Scholar] [Crossref]

20. Philippine Institute for Development Studies (PIDS). (2023). Review of the Philippine TVET sector: Addressing skills mismatch and infrastructure gaps. PIDS Research Paper Series No. 2023-04. [Google Scholar] [Crossref]

21. ResearchGate. (2023). Challenges in teaching industrial automation: A study on the utilization of instrumentation trainers in regional technical centers. ResearchGate Applied Sciences Archive. [Google Scholar] [Crossref]

22. Schmidt, G. L. (2024). Mental mapping speeds and the cognitive transparency of industrial training tools. Cognition and Instruction, 42(3), 312–328. [Google Scholar] [Crossref]

23. Schneider, K. A. (2025). Vehicle electronic integration and the modernization of vocational diagnostics curricula. Journal of Engineering Pedagogy, 21(2), 103–118. [Google Scholar] [Crossref]

24. Solidum, M. K. (2023). Equipment shortages and instructional workarounds in rural public senior high schools. Philippine Educational Journal, 51(3), 167–182. [Google Scholar] [Crossref]

25. Technical Education and Skills Development Authority (TESDA). (2022). Training regulations for Automotive Servicing NC II: Competency standards and instructional media mandates. TESDA Planning Office. [Google Scholar] [Crossref]

26. Technical Education and Skills Development Authority (TESDA). (2023). National training mandates for Instrumentation and Control Servicing NC II: Addressing the Fourth Industrial Revolution. TESDA Competency Standards Office. [Google Scholar] [Crossref]

27. TVET Online. (2022). Bridging the digital divide in vocational training: Strategies for the 4th Industrial Revolution. TVET Modernization Reports. [Google Scholar] [Crossref]

28. World Bank. (2024). TVET modernization report: Scaling physical simulation infrastructure in developing nations. World Bank Group. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study