Exploring the Moderating Effect of Technological Self-Efficacy in Metaverse-Enhanced TVET Education

Abstract

In the rapidly evolving educational landscape, Technical and Vocational Education and Training (TVET) emerges as a cornerstone for equipping learners with the practical skills required in the modern workforce. The advent of the Metaverse, an immersive digital ecosystem incorporating virtual and augmented reality, presents an unparalleled opportunity to revolutionize TVET by seamlessly integrating experiential learning with real-world applications. This study seeks to investigate the intricate dynamics within Metaverse-enhanced TVET education by focusing on the moderating role of technological self-efficacy. The research pursues three primary objectives: first, to explore the relationship between teacher development dimensions (comprising professional development, engagement with Metaverse tools, pedagogical training, and teachers’ readiness) and teaching effectiveness in a Metaverse context. Second, it evaluates the moderating influence of technological self-efficacy on the nexus between teacher development dimensions and teaching effectiveness. Anchored in a quantitative research methodology, the study proposed a web-based survey for data collection and PLS-SEM for data analysis. The findings of this study are expected to significantly enrich the academic discourse on TVET education and Metaverse technologies, a domain that remains nascent globally and remarkably underexplored in Malaysia. Furthermore, the finding expected to bridge existing knowledge gaps, offering fresh insights into how digitalization and sustainable practices can redefine educational strategies in Malaysia’s TVET sector.