Integrating Electric Vehicle Technology into Automotive TVET Programmes in Malaysia: A Review of Curriculum Readiness

Abstract

The transition from internal combustion engine (ICE) vehicles to electric vehicles (EVs) globally is transforming the automotive sector and the necessary expertise for workers. The National Automotive Policy (NAP 2020) of Malaysia aims to establish the nation as a regional centre for sustainable mobility. It is essential for the Technical and Vocational Education and Training (TVET) curricula to be prepared for electric vehicle (EV) integration. This research paper provides a conceptual and narrative assessment of the curricular readiness of Malaysia's automotive Technical and Vocational Education and Training (TVET) programs for electric vehicle (EV) technology. The paper employs Fullan’s Educational Change Theory and Rogers’ Diffusion of Innovation Theory to outline preparation across four dimensions: policy direction, institutional capacity, human capability, and curricular alignment. The study integrates research, policy documents, and institutional reports published from 2015 to 2025. The findings indicate that despite national programs such as NAP 2020 and the Low Carbon Mobility Blueprint (2021–2030) promoting the proliferation of electric vehicles (EVs), their adoption at the institutional level remains constrained. Numerous automotive TVET programs continue to emphasise conventional internal combustion engine technologies. This is due to inadequate infrastructure, insufficiently qualified educators, and a lack of effective collaboration within the business. The study proposes a cohesive framework for enhancing EV curriculum readiness through policy alignment, professional development, and strengthened industry partnerships. It posits that the integration of EV technology into Malaysia's automotive TVET signifies not only a curricular reform but also a strategic progression towards ecological industrial transformation and sustainable workforce development.