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Circular economy emphasizes the principles of reduce, reuse, and recycle. By adopting circular economy concepts in the food system, we can ensure a more resilient and sustainable food supply. Aligned with this, technical and vocational education (TVET) plays an important role in bridging environmental education and the circular economy. Within the realm of TVET, students receive comprehensive training and skill development encompassing subjects related to food preparation and production. Additionally, TVET extends its purview to cover essential areas, including sustainable resource management, renewable energy technology, waste management, and the implementation of environmentally friendly production processes. However, the lack of clear understanding of the circular economy in the education sector requires this to be explored more deeply. Therefore, this study was conducted to identify the nature of published scientific literature on this topic and what are the emerging themes of circular economy of food system in TVET education. A systematic literature review (SLR) was conducted using Scopus, Web of Science (WoS), Education Resources Information Center (ERIC) and Dimensions databases. The result from this analysis revealed that four themes emerged: i) skills and competency; ii) implementation in food system; iii) economy, social, and environmental (ESE) impact; and iv) delivery of content. Based on the derived theme, the concept of circular economy is discussed consisting of four pillars in order to provide a clear understanding about the relation of circular economy in TVET education. The findings of this study expand knowledge and the literature on the circular economy within the context of TVET. [ABSTRACT FROM AUTHOR]

Students with learning disabilities (SLD) with potential for independent living and economic contribution can thrive by participating in technical and vocational programs tailored to the food industry. To ensure that SLDs do not lag behind a thorough comprehension of the challenges they confront is imperative for all stakeholders, including parents, instructors, and the government. Thus, the study investigated the challenges of engaging in vocational education for SLD. This study utilized systematic literature review (SLR) methodology, which synthesizes research findings to generate new insights and understandings. This study identified six challenges that students with learning disabilities must overcome before entering the workforce. The challenges are i) employment difficulties; ii) lack of resilience; iii) mismatch between special educational institution and industry needs; iv) curriculum deficiency for students with learning disabilities; v) lack of parental involvement and employer support; and vi) insufficient understanding of job descriptions in the food industry. Findings from this study provide valuable insights into the challenges faced by SLDs seeking to be part of the food industry. This knowledge can facilitate further research to develop job profiles that align with their unique abilities, ultimately fostering their success in careers and enriching their lives. [ABSTRACT FROM AUTHOR]

Technical and vocational education training (TVET) is an education and training process with a strong emphasis on industry practices that aims to generate competent workers in particular fields. Collaboration with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field. [ABSTRACT FROM AUTHOR]

Background and Purpose: Gamification is a teaching and learning approach that is gaining popularity among teachers as a way to make classroom learning more enjoyable and engaging with the use of rewards to celebrate accomplishments. With the rise of online learning in Malaysian educational institutions, gamification is viewed as an interactive method of teaching and learning. Due to the fact that limited studies have been conducted to investigate the challenges in implementing gamification approaches among vocational instructors, it is the aim of this paper; therefore, to examine the challenges. Methodology: This study employed a quantitative research method. The respondents include 55 vocational lecturers from several vocational colleges in Malaysia. A set of questionnaires was used to examine the challenges faced by the lecturers in the implementation of gamification at their institutions. Four constructs were used to differentiate the differences of the challenges, which include support, access, competency, and applicability. Data collected from this study were analyzed using descriptive statistics (mean score and standard deviation) and inferential statistics (independent sample t-test) to identify the differences between gender. Findings: The findings of this study indicated that the majority of vocational lecturers have moderate challenges when implementing gamification approaches in their teaching and learning based on the findings related to the constructs. In addition, it was found that there were no significant gender differences in terms of the difficulties associated with implementing gamification approaches. This study also showed that most vocational lecturers have the potential to apply gamification in their teaching based on their high competencies with adequate support and enough access given to them. Contributions: The findings of the study can contribute to vocational lecturers to promote gamification approach during the learning process to increase students' motivation. [ABSTRACT FROM AUTHOR]

New technology wave named as industrial revolution 4.0 (4IR) accompanied by the use of robotics and automation caused changes in the demand of labour market and employment. Profession as civil engineer is highlighted as one of the 53 critical occupations to boost economic growth to face the challenges in 4IR. However, the percentage of hired entry-level civil engineers is still low due to the generic skills mismatch factor leading to unresolved unemployment issues among civil engineering (CE) graduates. Thus, this study was conducted to explore the specification of 4IR generic skills (GS4IR) for civil engineering graduates based from the industry's perspectives. This study was done by using qualitative approach through online semi structured interviews with five civil engineering experts guided by an interview protocol. The interview data were analysed by using code system to derive the categories and themes in order to develop the specification of GS4IR. The result shows that nine themes of GS4IR were derived which are communication skill, problem solving, leadership, emotional intelligence, creativity, critical thinking, adaptability, digital and management supplemented with the details from the categories to develop the GS4IR specification that suitable for CE graduates. From the GS4IR specification, it can be used as a guideline to instil GS4IR by the stakeholders (HEI, industries) in order to produce future-proof graduates that able to work in 4IR working environment in line with the aspiration of Higher Education 4.0 Framework by Ministry of Higher Education Malaysia. [ABSTRACT FROM AUTHOR]

The current state of technological modernisation in the Industrial Revolution 4.0 (4IR) has led to changes in many fields of work; thus, the demand for existing generic skills is no longer sufficient to meet the needs and demands of the market. In this regard, a deeper understanding on generic skills needs to be obtained so that graduates especially in the engineering field are prepared for jobs that have not existed in the last 10 or five years. Align with this, the main objective of this study was to determine the constructs of 4IR generic skills for engineering graduates. A qualitative approach was used in the early stage of development of the 4IR generic skills (GS4IR) constructs from eight document analyses. Document analysis was done using frequency matrices tables. Results showed that the constructs of GS4IR were communication skills, leadership skills, critical thinking skills, problem solving skills, creativity skills, digital skills, adaptability skills, management skills and emotional intelligence. The study results can be used as a reference for recognising the new skills required to ensure that engineering students are able to get a job in the future. [ABSTRACT FROM AUTHOR]