Fundamental Elements for Self-Initiated Professional Development among TVET Teachers: A Literature Review

Technical and Vocational Education and Training (TVET) is essential for developing a highly skilled workforce through industry-based learning. The National TVET Policy 2030 highlights the need to enhance educator quality to meet the challenges of the Industrial Revolution 5.0. This study aims to explore the essential elements in the framework of Self-Initiated Professional Development (SIPD) for TVET teachers in technical secondary schools and vocational colleges. Using a literature review approach, elements were extracted from Scopus and Google Scholar databases, focusing on professional development research. The findings identify fundamental elements such as attitude, collaboration, reflective practice, professional learning communities, autonomy, strategy, readiness, and problem-solving skills. SIPD enables teachers to take ownership of their learning, fostering self-reflection and continuous career growth. This study recommends strengthening SIPD to complement the Malaysian Ministry of Education’s initiatives, ensuring that TVET teachers remain competitive and adaptable to industry demands. Establishing this framework is crucial for addressing current educational challenges, enhancing teachers' technological competence, and promoting industry partnerships.