Technical and vocational education and training (TVET) assessments give precise feedback on whether students have successfully attained learning outcomes. It can improve teaching quality and empower students, educators, and stakeholders to take action. Only a few studies have attempted to review the literature on this topic systematically. The PRISMA (preferred reporting items for systematic reviews and meta-analysis) criteria are used to guide this systematic review, which uses the following three key databases: Web of Science (WoS), Scopus, and Google Scholar. A thorough search of the electronic database utilising keywords and search strings yielded 78 publications published between 2015 and 2021, with 29 studies related to the topic highlighted. The Mixed Methods Appraisal Tool is used to evaluate all of the chosen articles (MMAT). The findings reveal that students’ learning outcomes are frequently examined utilising a competency-based assessment technique in TVET. Competence is used to assess students’ learning results, and it is advised that student competency development be prioritised.

Education is key to advancing a society that can achieve the Sustainable Development Goals (SDGs). One SDG is shifting energy consumption from fossil fuels to renewable energy (RE) sources to reduce environmental damage and prevent global warming. Awareness must be instilled among citizens at an early age (as early as secondary school) to motivate students to pursue higher education and careers in RE concepts and technologies. To analyze the current trends of existing education in RE concepts and education for sustainable development (ESD) in secondary schools, this study employed the Preferred Reporting Items for Systematic Review and Meta-Analyses method to systematically review 25 articles that were selected from the Web of Science and Scopus databases. The articles highlighted the availability of RE-targeted ESD in secondary schools and their impacts on students and society. However, they revealed a significant lack of curricula on RE concepts and ESD in secondary schools, reflecting the low knowledge, interest in, and awareness of RE and its concepts among students. The articles revealed positive impacts of introducing certain RE-targeted ESD courses/activities on students. Thus, we propose adopting new methods that include collaborative multidisciplinary and informal and non-formal and other factors as a means toward arousing secondary students’ interest in RE education to achieve the SDGs.

Technical and vocational education training (TVET) assessment is crucial in determining students’ desired learning outcomes. However, there are several issues with TVET assessment, including vocational skills that are not aligned with the learning outcomes. Teacher assessment practices are also inconsistent with the assessment’s purposes. Due to that, this study aims to discuss the classification and integration of vocational skill domains and indicators for classroom assessment practice in TVET subjects. This study employed the modified Delphi technique (MDT), which consists of two study phases. The first phase identifies vocational skill domains by exploring the concept of TVET assessment and student skill development by conducting a literature review. The second phase involved validating vocational skill indicators and TVET assessment practices indicators through the consensus of 19 TVET experts. According to the literature findings, TVET assessment requires the integration of industrial revolution (IR) 4.0 generic skills and career adaptability skills, in addition to technical skills, which serve as the foundation for developing skills and competencies. TVET assessment aspects include cognitive, psychomotor, and affective aspects, and all domains and indicators have high expert consensus.

This study aimed to investigate the impacts of enrolling in the creative teaching module in science, technology, engineering, and mathematics (STEM)...

The absence of career planning is closely linked to low income, severe work environments, lack of health facilities, low life expectancy, and unemployment risks. (1) Background: career planning is the basis of individual career development. The aim of this article is to identify the career planning indicators of high-income entrepreneurs who are graduates with a technical and vocational education and training [TVET] background. (2) Methods: this study, which used a modified Delphi technique, was conducted using two rounds of surveys among 10 TVET graduates and entrepreneurs with high incomes in order to obtain the career planning indicators on how they achieved a high income. All of them have a revenue of above RM 5000 a month, which is considered to be a high-income status according to Bank Negara Malaysia’s (BNM) Payment System and Financial Stability Report 2018. (3) Results: the findings have shown two indicators to get a high consensus, which are focus and self-efficacy in career. In fact, assigning a specific career objective and striving to achieve high salary are crucial and must be within entrepreneurs’ skillset (realistic). (4) Conclusions: the objective can be modified to imply the self-efficacy of the students in optimizing career plans that are suitable to the personality, beliefs, and the self-motivation of the entrepreneur.

This study examined the effect of the SB-CPBL on Jordanian 8th-grade students’ attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students’ attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-à-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students’ attitudes towards science in school settings. Keywords: cooperative learning, cooperative problem-based learning, problem-based learning, students’ attitudes towards science