INTEGRATING TEACHING FACTORY AND GREEN TVET FOR GREEN SKILLS DEVELOPMENT: A SYSTEMATIC REVIEW

Abstract

This study aims to analyze the integration of teaching factory model with Green Technical and Vocational Education and Training for Green skills development through systematic literature review. The research employed systematic literature review using Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach, with literature search conducted on Scopus database from January 2021 to May 2025. Data extraction utilized standardized template including bibliographic information, research objectives, methodology, key concepts, main findings, implications, and limitations. The study analyzed 31 internationally reputable articles selected through systematic screening based on predetermined inclusion and exclusion criteria. Findings indicate significant increase in publications related to teaching factory and Green skills from 2021 to 2025, peaking in 2025 with 35.5% of total publications. The research identified a conceptual framework for integration encompassing curricular, pedagogical, institutional, and collaborative dimensions. Implementation of this framework enhances graduates' readiness for Green economy transition, though challenges include capacity limitations, curriculum gaps, cross-sectoral coordination issues, awareness deficits, program sustainability concerns, and industry readiness variations. The integrated framework provides comprehensive guidance for workforce preparation in Green economy, with implementation strategies including capacity development programs, curriculum reform, coordination mechanisms, awareness campaigns, sustainable business models, and prospective research.