Ability to effectively use technology and adapt to digital environments has become a vital capability for those entering the profession in an era characterized by rapids technical breakthroughs and digital transformation across industries (Brynjolfsson & McAfee, 2014); (Bublyk et al., 2018). These requirements are especially important for graduates of Technical and Vocational Education and Training (TVET) programs who want to close the knowledge gap and close the job gap in fields that depend more and more on digital tools and procedures.
As a result of the digital revolution, TVET programs, which were formerly created to provide students with the practical skills they need for particular crafts and professions, have been forced to change. A high level of technology acceptance, which is defined as the readiness and capacity to embrace and effectively utilize technological innovations in educational and professional contexts, is a requirement for TVET graduates in today's industries, in addition to having specialized technical skills (Venkatesh & Bala, 2008).
This study aims to explore the intricate relationships between TVET graduates' employability, digital skill acquisition, and use of technology. There is a lack of empirical research that rigorously assesses how graduates' success in securing gainful employment in the digital age is directly influenced by their level of technology acceptance and proficiency in digital skills, despite the fact that previous studies have extensively examined factors affecting employability in the context of education (Finch et al., 2013) and the impact of technology on education (Christensen & Knezek, 2001).
Understanding the complex processes at play at this juncture is key to this study's purpose. It attempts to clarify if TVET graduates with higher levels of technology adoption and proof of digital skill competency are better prepared for labor market success. It also aims to examine the barriers preventing TVET graduates from embracing technology and to Identify specific digital competencies that employers find most valuable. Finally, it offers suggestions for how educational institutions can better prepare students for navigating the rapidly changing digital landscape.
This research aims to inform TVET institutions and policy stakeholders on the critical elements of preparing graduates for the modern job market by shining light on the linkages between technology acceptability, digital skills, and employability outcomes. By doing so, it adds to the continuing discussion about how vocational education can match up with the demands of the digital workforce and improve the employability of its graduates.
This study addresses a notable research gap by investigating the influence of technology acceptance and digital literacy on employability among graduates of Technical and Vocational Education and Training (TVET) programs. Additionally, it delves into the challenges that these graduates face when adopting and integrating technology into their professional lives. As Davis (1989) highlighted, perceived ease of use and perceived usefulness significantly impact technology acceptance. Moreover, (Baharuddin et al., 2021) stressed the importance of digital skills encompassing digital literacy and proficiency in various digital tools.
By drawing upon the work of (Venkatesh & Bala, 2008) and (Fadel et al., 2022), this study aims to contribute to the existing body of knowledge regarding the intricate connections between technology acceptance, digital literacy, and employability outcomes among TVET graduates. Recognizing the critical role technology acceptance plays in the employability of TVET graduates, the study seeks to offer insights into their readiness and capacity to effectively utilize technological innovations in their educational and professional contexts.
Furthermore, in line with the findings of (Holden & Rada, 2011), graduates with higher technology acceptance levels are expected to demonstrate greater confidence and adaptability in using technology tools and platforms, attributes highly value by employers. The study also acknowledges the barriers Identified by (Venkatesh & Bala, 2008), including limited access to technology resources and the digital devise, which can hinder technology adoption among TVET graduates.
Ultimately, this research aspires to contribute to the ongoing discourse on how vocational education can align with the demands of the digital workforce and enhance the employability prospects of TVET graduates (Silva, n.d.), thereby better preparing them for success in the rapidly evolving digital economy.