2026· International journal of research and innovation in social science· Vol 10, pp. 16984-16997· 0 citations
Abstract
In Malaysia, the development of human capital and the country's economic transformation are greatly aided by Technical and Vocational Education and Training (TVET). However, Sijil Pelajaran Malaysia (SPM) candidates' student enrollment regularly falls short of strategic national goals. This empirical study assesses the structural relationships between TVET knowledge, social influence, perceived industry value, career self-efficacy, attitude toward TVET, and TVET acceptance. It is based on an integrated framework that combines Social Cognitive Career Theory (SCCT) and the Theory of Planned Behavior (TPB). A multi-stage stratified sampling technique was used to gather data from n = 387 SPM students in five different geographical regions in Peninsular and East Malaysia SPM. To test the proposed routes, partial least squares structural equation modeling (PLS-SEM) was used. The empirical results show that attitude toward TVET and career self-efficacy are strongly influenced by TVET knowledge (β = 0.312, p < 0.001), perceived industry value (β = 0.354, p < 0.001), and social influence (β = 0.285, p < 0.001). Additionally, the path toward TVET acceptance is significantly mediated by attitude toward TVET (β = 0.384, p < 0.001) and career self-efficacy (β = 0.342, p < 0.001) (r2 = 0.584). The effect of TVET knowledge on acceptance is strongly moderated by geographic location (rural vs. urban), with a greater positive effect among rural cohorts, according to multi-group analysis (MGA). For educational policymakers and career counseling frameworks under Dasar TVET Negara 2030, these findings offer practical empirical assistance.
This study aims to analyze the influence of teachers’ teaching styles and social support on the self-efficacy and learning motivation of 11th-grade students at SMK Negeri 44 Jakarta. The method used was a quantitative approach with a population of 210 students; the research sample consisted of 136 students. Data collection was conducted via an online questionnaire using Google Forms. Data processing and analysis were performed using Partial Least Squares (PLS)-based Structural Equation Modeling (SEM) with SmartPLS 4.0 software. The results of the outer model test showed that all indicators met the criteria for convergent validity, discriminant validity (HTMT < 0.85), and reliability, with composite reliability and Cronbach’s alpha values above 0.70. Meanwhile, the inner model evaluation yielded an R-Square value of 0.413 for the self-efficacy variable and 0.457 for the learning motivation variable. Hypothesis testing showed that teaching style (β = 0.397; t-value = 3.908; p-value = 0.000) and social support (β = 0.318; t-value = 3.069; p-value = 0.002) had a positive and significant effect on self-efficacy. In addition, social support (β = 0.367; t-value = 3.040; p-value = 0.002) and self-efficacy (β = 0.281; t-value = 2.295; p-value = 0.022) had positive and significant effects on learning motivation. Conversely, the teacher’s teaching style did not have a significant effect on learning motivation (β = 0.151; t-value = 1.311; p-value = 0.190). The implications of this study indicate that students have high confidence in achieving their learning goals; future aspirations are the primary factor driving learning motivation; teachers are the source of social support most felt by students; and teachers’ nonverbal communication has supported the creation of engaging learning experiences, although the pace of speech still needs improvement.
Destria Amara, Dita Puruwita, Rizka Zakiah· TOFEDU: The Future of Educat...· 0 citations
The present study aimed to: (1) examine the levels of perception and opinion of vocational students toward factors influencing their acceptance and use of Generative AI (GenAI) for learning; (2) develop and validate a structural model of causal relationships among such factors; and (3) analyze the direct, indirect, and total effects of predictor variables on behavioral intention and actual use behavior. A sample of 500 students enrolled in Vocational Certificate (VC) and Higher Vocational Certificate (HVC) programs under the Office of the Vocational Education Commission was selected through stratified random sampling. Data was collected using a seven-point Likert scale questionnaire (reliability = 0.978) and analyzed via descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) using ADANCO software.
Results revealed that vocational students held highly positive opinions regarding GenAI acceptance across all dimensions. The PLS-SEM analysis confirmed satisfactory model fit. Performance expectancy (β = 0.149, p < 0.05), effort expectancy (β = 0.138, p < 0.05), social influence (β = 0.127, p < 0.05), hedonic motivation (β = 0.194, p < 0.01), personal innovativeness (β = 0.262, p < 0.01), and trust (β = 0.147, p < 0.01) all had significant positive effects on behavioral intention. Privacy did not exert a significant effect on behavioral intention. Behavioral intention strongly predicted actual use behavior (β = 0.625, p < 0.01), with the model explaining 79.97% of variance in behavioral intention and 39.05% in use behavior. Findings highlight the growing importance of GenAI in vocational education and suggest that institutions should promote AI literacy, ethical AI practices, and supportive learning environments.
The Unified Theory of Acceptance and Use of Technology (UTAUT) is a dominant framework for explaining teachers’ technology acceptance, yet its assumption of cross-contextual stability has rarely been challenged. Region, as a composite variable carrying multiple structural differences such as resource adequacy and professional community density, may systematically moderate the strength of UTAUT paths. This study surveyed 351 university teachers from eastern (n = 126), central (n = 115), and western (n = 110) China and employed multi-group structural equation modeling to examine cross-regional differences in the core paths of UTAUT. The results showed that at the full-sample level, performance expectancy (β = 0.32), effort expectancy (β = 0.14), social influence (β = 0.21), and facilitating conditions (β = 0.26) all significantly and positively predicted adoption intention, jointly explaining 51.2% of the variance. At the cross-regional level, effort expectancy explained adoption intention more strongly for western than for eastern teachers (β_west = 0.23 vs. β_east = 0.09, p = 0.004); facilitating conditions showed a similar pattern (β_west = 0.34 vs. β_east = 0.21, p = 0.009); social influence explained adoption intention more strongly for eastern than for western teachers (β_east = 0.28 vs. β_west = 0.15, p = 0.003); and performance expectancy remained stable across the three regions (β_east = 0.31, β_central = 0.33, β_west = 0.29, p = 0.654). These findings suggest that the path weights of UTAUT systematically vary with regional development levels. Accordingly, eastern universities should prioritize culture cultivation, western universities resource assurance, and central universities a dual-track strategy.
Yu-Hang Ma, Jie Yang· Frontiers in Psychology· 0 citations
Purpose: Improving teacher competence in the digital era requires understanding how managerial interventions and technology adoption interact within school systems. This study examines the individual and combined effects of academic supervision and the use of the Ruang GTK (Teachers and Education Personnel) digital platform on the pedagogical, professional, personality, and social competencies of elementary school teachers in Tayu District, Pati Regency, Indonesia.
Methods: A quantitative cross-sectional design was employed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Data were collected from elementary school teachers, with academic supervision and Ruang GTK platform adoption modelled as predictors of teacher competence.
Results: Academic supervision had a strong and statistically significant influence on teacher competence (β = 0.671, f² = 0.533), demonstrating its central role in professional development. The Ruang GTK platform also had a significant but smaller effect (f² = 0.077), indicating that its contribution is moderated by contextual and infrastructural factors. Together, both predictors explained 81.7% of the variance in teacher competence (R² = 0.817), providing robust support for the Hybrid Professional Development model.
Novelty and Contribution: The study advances existing literature by conceptualising managerial supervision and digital learning platforms as complementary rather than independent drivers of teacher competence. It highlights academic supervision as the primary mechanism for competence development, with digital platforms strengthening professional learning when integrated into effective supervisory practices.
Social and Practical Implications: The findings support the Hybrid Professional Development framework and suggest that policymakers and school leaders should prioritise high-quality clinical supervision while embedding Ruang GTK into supervisory feedback and coaching processes to maximise teacher competence in digitally supported educational environments.
Wahyu Pitaloka Dwilestari, Ahmad Hariyadi, Gunawan Setiadi et al.· Elicit Journal of Education...· 0 citations
Malaysian higher educational institutions have introduced general studies courses, known as MPU, since September 2013 to create graduates who are entrepreneurs, holistic, and well-balanced. Although the MPU has the potential to be beneficial, it is perceived as less important than the core courses students must complete due to excessive syllabus, untrained lecturers, and ineffective teaching. This study aims to examine the impact of MPU learning at Universiti Teknologi MARA (UiTM). Specifically, it investigates students’ perceptions of course impressions, learning activities, and the usefulness of MPU in a hybrid learning environment during the COVID-19 pandemic at the end of 2021. Using a dataset of 2,247 responses from UiTM main and branch campuses, the study employs partial least squares structural equation modeling (PLS-SEM) to analyse the effects. The findings highlight the positive influence of MPU on overall education and inform recommendations for curriculum improvements. Based on the findings, the MPU syllabus should be amended to include content on national and societal issues. Also, the IT infrastructure must be continually improved to support the blended approach to MPU courses. The next revision of MPU shall recommend a clear, measurable, and sustainable vision for MPU courses to equip graduates with future-ready skills to navigate global challenges. Insights from the study findings could facilitate reforms to education policies that enhance Malaysian identity, unity, and citizenship by aligning MPU education with Malaysia's national educational policies and philosophy.
M. Salleh, N. Alias, M. N. Mamat et al.· International journal of res...· 0 citations
This study examines the factors influencing intention to use and actual use of ChatGPT among students and office workers in Ho Chi Minh City. The proposed framework integrates the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), and the Theory of Planned Behavior (TPB), supplemented by local contextual factors related to digital infrastructure. A quantitative survey yielded 251 valid responses, which were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that intention to use has a strong positive effect on actual use (β = 0.810), while contextual factors strongly influence attitude (β = 0.793). Personal innovativeness (β = 0.416) has a stronger effect on intention than attitude does. Perceived ease of use is not statistically significant, suggesting that ease of use may function as a baseline expectation for generative AI rather than as a differentiating factor. The study contributes by incorporating local contextual conditions into established adoption models and offers implications for responsible AI adoption in educational institutions and organizations.
Ngoc-Thanh Nguyen, D. Nguyen, Ngoc Quy Luong et al.· Tạp chí Khoa học Đại học Côn...· 0 citations