Integrasi STEM, TVET dan Teknologi Digital dalam Pendidikan Tenaga Boleh Baharu: Satu Ulasan Kritikal
DOI:
https://doi.org/10.53840/e-jpi.v13i3.448Keywords:
Pendidikan Tenaga Boleh Baharu, TVET, teknologi digitalAbstract
Peralihan global kepada sistem tenaga rendah karbon bukan sahaja bergantung pada kemajuan teknologi, malah memerlukan ekosistem pendidikan yang mampu membangunkan modal insan dengan pengetahuan saintifik, kemahiran teknikal dan kecekapan digital yang relevan. Pendidikan tenaga boleh baharu menjadi penghubung penting antara Matlamat Pembangunan Mampan, khususnya SDG 4, SDG 7, SDG 8 dan SDG 13, dengan keperluan tenaga kerja sektor tenaga bersih. Ulasan kritikal ini menilai secara tematik perkembangan pendidikan tenaga boleh baharu dengan memberi tumpuan kepada tiga komponen yang saling melengkapi, iaitu pendidikan Sains, Teknologi, Kejuruteraan dan Matematik (STEM), Pendidikan dan Latihan Teknikal dan Vokasional (TVET), serta teknologi baharu seperti realiti terimbuh (AR), realiti maya (VR) dan Internet Benda (IoT). Literatur menunjukkan bahawa STEM mengukuhkan pemahaman konsep, pemikiran sistem dan penyelesaian masalah, manakala TVET menukar pengetahuan tersebut kepada kompetensi pemasangan, operasi dan penyelenggaraan. Teknologi digital pula memperluas pengalaman eksperimen melalui simulasi, visualisasi dan pemantauan masa nyata. Walau bagaimanapun, keberkesanan ketiga-tiga komponen masih terhad oleh kurikulum yang terpisah, kos infrastruktur, latihan pendidik yang tidak mencukupi, jurang digital dan ketidakselarasan dengan keperluan industri. Berdasarkan sintesis ini, artikel mencadangkan kerangka integrasi STEM–TVET–teknologi yang menghubungkan pembelajaran konseptual, pengalaman praktikal, kompetensi digital dan pengesahan industri dalam satu laluan pembelajaran berterusan. Kerangka tersebut berpotensi memperkukuh kebolehpasaran graduan, meningkatkan akses kepada latihan berkualiti dan menyokong pembangunan tenaga kerja hijau yang lebih tangkas terhadap perubahan teknologi.
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