A Conceptual Framework for Inquiry Integrated Technological Literacy in Malaysian Vocational Education

Rapid advancements in artificial intelligence, automation, and data-driven technologies have elevated technological literacy as a core competency for Industry 4.0. In Malaysian vocational education, the Final Year Project (FYP) is expected to serve as a platform for demonstrating technological capability. However, current practices remain largely product-oriented and provide limited opportunities for learners to develop the conceptual reasoning, analytical judgement, and reflective understanding required in technologically intensive environments. This conceptual paper synthesises literature on technological literacy, inquiry-based learning, and vocational project pedagogy to address this misalignment. Guided by constructivist theory and the Technology Acceptance Model, the paper proposes an integrated inquiry-centred framework comprising orientation, conceptualisation, investigation, synthesis, and reflection as iterative phases that strengthen technological literacy. Evidence from institutional guidelines shows that inquiry processes such as problem framing, technological evaluation, and reflective reasoning are underrepresented in existing FYP structures. The proposed framework offers theoretical and pedagogical direction for teachers, curriculum designers, and policymakers seeking to redesign vocational learning environments in line with Industry 4.0 expectations. The study contributes a structured and research-informed model for embedding inquiry into the FYP to enhance technological literacy and workforce readiness in Malaysia’s TVET system.