Technology Literacy, Inquiry-Based Learning, and Final Year Projects in Malaysian Vocational Education: A Systematic Literature Review

Technology literacy has become a core requirement for vocational graduates as industries continue to adopt digital, automated, and data-driven systems. In Malaysian vocational colleges, the Final Year Project (PTA) is intended to serve as an authentic platform for applying technical knowledge; however, its existing structure provides limited guidance on integrating inquiry processes that cultivate technology literacy. This systematic literature review synthesises 36 peer-reviewed studies published between 2021 and 2025 to examine how technology literacy is conceptualised, how Inquiry-Based Learning (IBL) supports its development, and how current PTA practices align with research-based recommendations. Guided by PRISMA procedures, studies were identified through Scopus, Web of Science, ERIC, and Google Scholar, and analysed thematically. Five themes emerged: pedagogical approaches and IBL models, development of technology literacy, assessment and measurement, challenges and barriers, and strategies and best practices. The review demonstrates that IBL significantly enhances students’ digital competence, inquiry reasoning, and reflective technological understanding. However, gaps remain in PTA documentation, assessment coherence, and institutional readiness for IBL implementation. The findings offer evidence-based direction for strengthening inquiry-oriented project design and better aligning vocational education with the technological competencies required in IR4.0 environments.