Kesediaan Institusi TVET Ke Arah Penggunaan Teknologi Kecerdasan Buatan Dalam Era Digital

Abstract

Malay:

Revolusi Perindustrian 4.0 dan pandemik COVID-19 telah mempercepatkan peralihan ke arah pendidikan digital, khususnya dalam Pendidikan dan Latihan Teknikal dan Vokasional (TVET). Kecerdasan Buatan (AI) memainkan peranan penting dalam meningkatkan fleksibiliti, keberkesanan, dan hasil pembelajaran dalam proses pendigitalan. Oleh itu, kajian ini bertujuan untuk mengenalpasti tahap kesediaan institusi TVET di Malaysia terhadap penerimaan dan pengintegrasian teknologi AI, antara pelajar dan staf pentadbiran, serta mengenal pasti perbezaan kesediaan antara kedua-dua kumpulan dalam konteks pendidikan era digital. Kajian ini menggunakan rekabentuk kajian tinjauan dengan mengadaptasi model kesediaan teknologi AI yang merangkumi tujuh (7) dimensi utama: pekerja dan budaya, pengurusan teknologi, tadbir urus organisasi dan kepimpinan, strategi, infrastruktur, pengurusan pengetahuan dan maklumat, serta keselamatan. Data dikumpulkan melalui soal selidik yang diedarkan kepada pelajar dan staf pentadbiran di Universiti Tun Hussein Onn Malaysia (UTHM). Seramai 460 responden terlibat, terdiri daripada 392 pelajar sarjana muda dan 68 staf pentadbiran daripada enam (6) buah fakulti di UTHM. Hasil kajian menunjukkan tahap kesediaan yang tinggi di kalangan pelajar dan staf pentadbiran, walaupun terdapat perbezaan dalam aspek tertentu seperti literasi teknologi, strategi tangkas, dan pelaburan teknologi. Pelajar lebih memberi tumpuan kepada keberhasilan teknologi, manakala staf pentadbiran lebih menekankan strategi jangka panjang dan keselamatan. Kajian ini turut mengenal pasti cabaran seperti kekurangan infrastruktur, pemahaman terhadap strategi, dan kurangnya pendedahan teknologi.Implikasi teori dan praktikal dicadangkan, termasuk penyediaan latihan teknologi, pelaburan dalam infrastruktur, dan pengukuhan kerjasama industri untuk memastikan keberkesanan pengintegrasian AI dalam pendidikan. Penemuan kajian memberikan panduan penting untuk memperkukuhkan transformasi digital di institusi TVET demi mencapai matlamat Dasar TVET Negara 2030.

English:

The Industrial Revolution 4.0 and the COVID-19 pandemic have expedited the transition to digital education, especially for Technical and Vocational Education and Training (TVET). In this age of fast digitalization, Artificial Intelligence (AI) is critical for increasing flexibility, effectiveness, and learning outcomes. This research aims to evaluate Malaysian TVET institutions' preparedness to embrace and integrate AI, analyzing both students and administrative personnel and identifying any disparities in this digital era. We designed a poll based on an AI readiness model with seven major dimensions: workforce and culture, technology management, organizational governance and leadership, strategy, infrastructure, knowledge and information management, and security. Data was gathered from 460 respondents (392 undergraduate students and 68 administrative personnel) from six faculties at Universiti Tun Hussein Onn Malaysia. The findings reveal that both groups are highly prepared, yet distinct differences emerged in areas like as technical literacy, flexible methods, and technology investment. Students were particularly interested in the benefits of technology, whilst staff were more concerned with long-term strategy and security. Challenges noted include a lack of infrastructure, a limited understanding of tactics, and insufficient exposure to technology. We suggest theoretical and practical solutions, such as improved technological training, more infrastructure investment, and stronger industrial relationships, to guarantee that AI is properly integrated into education. These findings provide critical insight for furthering digital transformation in TVET institutions, helping them accomplish the objectives of the National. These findings offer crucial guidance for advancing digital transformation in TVET institutions, helping them achieve the objectives of the National TVET Policy 2030.