Systematic Literature Review: Self-Efficacy in STEM-Oriented Technical and Vocational Education and Training (TVET)

Abstract

In the context of Information 4.0, STEM-oriented Technical and Vocational Education and Training (TVET) has emerged as a crucial pathway for developing learners' technical expertise and advanced competencies. Self-efficacy is also seen as a key factor that affects how both students and teachers participate, adapt, and do well in this area. This systematic review aims to investigate both the theoretical framework and the practical application of self-efficacy in STEM-oriented TVET. Fifteen empirical studies were chosen and carefully examined in accordance with PRISMA 2020 standards. The results indicate that most studies are based on Bandura's Social Cognitive Theory (SCT), with several also utilising frameworks like the Social Cognitive Career Theory (SCCT). Self-efficacy is expressed in three primary dimensions: academic-oriented, task-specific technological, and career-directed. Research shows that self-efficacy helps students stick with their studies, learn new skills, and get ready for careers. It also helps teachers use new teaching methods and effectively combine STEM education. These results highlight the significance of self-efficacy as both a theoretical construct and a practical instrument, offering valuable insights for curriculum development, student learning, teacher training, and policy formulation in STEM-oriented TVET.