Epistemological Orientation and Informal Professional Learning in Supporting Industry-Aligned Competency Curriculum in TVET

HRMARS - The transformation of Technical and Vocational Education and Training (TVET) has increasingly emphasised competency-based curricula aligned with industrial practices. Within this transformation, lecturers play a crucial role in mediating knowledge between educational institutions and industry environments. This study explores how lecturers’ epistemological orientations and informal professional learning influence the implementation of industry-aligned competency curriculum in vocational colleges. A qualitative research design was employed using semi-structured interviews with TVET lecturers from technology-based programmes. The data were analysed using thematic analysis. The findings reveal three interconnected dimensions shaping lecturers’ professional practices: epistemological beliefs about knowledge, informal professional learning mechanisms, and the implementation of industry-driven curriculum transformation. Lecturers generally perceive knowledge as dynamic, contextual, and continuously evolving alongside technological change. Informal learning activities such as peer collaboration, industry engagement, digital learning, and experiential reflection play an important role in supporting lecturers’ professional development. These learning processes enable lecturers to adapt teaching approaches and implement competency-based curriculum through project-based learning and industry simulations. The study suggests that effective curriculum transformation in TVET depends not only on institutional policies but also on lecturers’ epistemological orientations and continuous professional learning practices. These findings contribute to a deeper understanding of how educators negotiate knowledge and curriculum implementation within contemporary vocational education reforms.