Technology Acceptance and Employability in TVET Graduates

Abstract In the quickly changing digital landscape, integrating technology into Technical and Vocational Education and Training (TVET) curricula (Yasak & Alias, 2015) has become increasingly important (Saud et al., 2011). The acceptance and incorporation of technology into TVET programs has emerged as a crucial factor of educational quality and workforce preparedness in a time of fast technological innovation (Legg-Jack & Ndebele, 2023). This study examines the crucial connection between employability, acquiring digital skills, and embracing technology in the context of technical and vocational education and training (TVET). The ability of TVET graduates to embrace and utilize digital technology substantially influence their prospects in the job market in a world marked by rapids technical breakthroughs (Joseph, 2020). This study intends to evaluate how graduates' employability and success in finding jobs are impacted by the degree of technology acceptance (Ismail & Hassan, 2019) and the digital skills acquired during TVET programs. A mixed-methods research approach was used to collect empirical data, including surveys, interviews, and focus groups with recent TVET graduates, employers, and industry experts. Regression analysis and other quantitative approaches were combined with qualitative methods during the data analysis process to provides a thorough knowledge of the intricate relationships being studied.