Future-fit TVET students for Industry 4.0: exploring talent domains and components through WBL and applied research in higher education

Purpose This study aims to explore the domains and components of Industry 4.0 (IR4.0) talent required by technical and vocational education and training (TVET) students through work-based learning (WBL). Design/methodology/approach The study employed an exploratory sequential mixed-method design. Phase one included document analysis and expert interviews to identify IR4.0 talent domains. This paper focuses on Phase 2, a quantitative survey involving 159 final-year TVET students enrolled in undergraduate WBL programmes at 4 out of 36 Malaysian polytechnics. Survey data were analysed using partial least squares structural equation modelling to determine the influence of each domain. Findings The p value is acceptable if −1, to identify 4 domains and 21 components. According to the survey, TVET students value individual talents (p = 0.397) the most, followed by cognitive talents (p = 0.323), operational work talents (p = 0.252) and professionalism (p = 0.156). The analysis revealed that the identified domains significantly influence the readiness and competencies of TVET students. This approach provided clear insights into the critical skills and attributes required for the contemporary workforce, underlining the importance of aligning educational outcomes with industry needs. Practical implications The findings guide educators and policymakers in aligning WBL curricula with IR4.0 needs by emphasising individual and cognitive talents. This supports Malaysia's National 4IR and TVET Policy 2030 goals to develop digitally skilled, future-ready graduates. Originality/value This study offers a validated, contextual framework for talent development in TVET institutions. It fills a research gap by focusing on Malaysia and contributes to broader international understanding of WBL's role in preparing future-ready graduates.