HRMARS - The transformation of competency-based, industry-oriented curricula in Technical and Vocational Education and Training (TVET) has intensified expectations placed upon educators to continuously adapt their pedagogical knowledge and professional practices. While policy discourses frequently emphasise structural reform and industry alignment, comparatively limited attention has been given to the epistemological foundations underpinning teachers’ responses to curriculum change. This systematic literature review synthesises empirical and conceptual studies examining the interrelationship between epistemological beliefs, informal learning, and industry-based curriculum transformation in TVET contexts. Guided by PRISMA procedures, peer-reviewed studies published between 2010 and 2024 were analysed thematically. The review reveals that educators who conceptualise knowledge as dynamic, contextual, and practice-based are more likely to engage in informal professional learning and successfully enact curriculum reform. Conversely, traditional epistemological orientations constrain adaptive pedagogies and weaken reform implementation. An integrative conceptual framework—the Epistemology–Informal Learning–Curriculum Responsiveness (EICR) Model—is proposed to explain the cognitive and professional mechanisms underpinning curriculum responsiveness in TVET systems. The review highlights critical research gaps and policy implications for strengthening sustainable curriculum transformation.
Zulkifli et al. (2026) studied this question.