Decompartmentalizing TVET Final Year Projects: Integrating language proficiency through cross-curricular instructional design

Noraini Husin; Muliati Sedek; Nor Hazlen Niza Hussein

doi:10.21834/e-bpj.v10iSI32.7048

Authors

Noraini Husin Centre for Language Learning, Universiti Teknikal Malaysia Melaka, Malaysia
Muliati Sedek Centre for Language Learning, Universiti Teknikal Malaysia Melaka, Malaysia
Nor Hazlen Niza Hussein Centre for Language Learning, Universiti Teknikal Malaysia Melaka, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI32.7048

Keywords:

cross-curricular integration, graduate employability, language proficiency, technical education.

Abstract

Final-year projects (FYPs) in TVET institutions showcase students’ technical expertise, yet a gap remains in language and communication skills crucial for workplace readiness. This study examines four FYP assessment rubrics from Universiti Teknikal Malaysia Melaka (UTeM), focusing on language-related criteria like report writing, presentation, and professional communication. Findings show technical skills are prioritized, while language proficiency is underemphasized. To bridge this gap, the study proposes enhanced rubrics, targeted instruction, and cross-disciplinary collaboration. These efforts align TVET education with industry needs, supporting curriculum reforms that improve graduate employability in line with the Malaysia Education Blueprint 2015–2025

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