Abstract
STEM education is widely acknowledged as a key driver in developing a skilled and adaptable workforce, particularly within Technical and Vocational Education and Training (TVET). In Malaysia, policy initiatives have increasingly emphasised the integration of digital technologies into STEM teaching. Nevertheless, how such integration is practised pedagogically by TVET educators remains underexplored, especially at the level of everyday classroom practice. This study seeks to examine how STEM pedagogy is understood and implemented through digital technologies by Malaysian TVETMARA educators. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a qualitative case study approach. Data were gathered through semi-structured interviews, classroom observations, and lesson plan analyses involving ten educators from diverse engineering disciplines across TVETMARA institutions. The data were analysed thematically to capture recurring patterns in pedagogical reasoning and instructional decision-making. The findings indicate five interrelated pedagogical practices: the use of digital technologies to support meaningful learning and understanding; interdisciplinary integration across STEM domains; hands-on inquiry-based learning situated in real-world problem contexts; collaborative engagement among peers and learners; and lesson preparation that is closely aligned with industry standards and workplace expectations. Collectively, these practices highlight that digital technologies are employed not as isolated tools, but as integral components of context-sensitive STEM teaching. The study suggests that effective STEM pedagogy in TVET extends beyond access to digital tools, requiring educators to align technological use with pedagogical intent, disciplinary knowledge, and vocational realities. The findings offer reflective insights for curriculum development, teacher education, and policy initiatives aimed at strengthening STEM practices in vocational education.