The Needs Analysis for Developing TRIZ-GP Module in Creativity and Innovation Courses at Malaysian TVET Institutions

Abstract

The purpose of this study was to determine whether TRIZ-GP modules should be developed for use in creativity and innovation courses in TVET institutions in Malaysia. To improve the effectiveness of teaching and learning, this module is proposed as a pedagogical intervention that combines inventive problem-solving strategies with student learning choices. Five experts with extensive experience in TVET, curriculum and pedagogy of creativity and innovation participated in structured interviews as part of the study's qualitative methodology. The thematic analysis of interview transcripts had four main goals: (i) students' challenges in developing inventive problem-solving skills; (ii) the significance of identifying learning styles as entry points to cognitive processes; (iii) the role of inventive problem-solving skills as a crucial part of the Creativity and Innovation course; and (iv) the necessity of TRIZ-GP integrative modules to support lectures and boost student confidence.  According to the study's findings, students still struggled to use organized mental processes, were terrified of making mistakes, and frequently turned to the student workers for assistance. In addition to supporting TRIZ theory and experiential learning, the TRIZ-GP module has the potential to be a cutting-edge pedagogical model that advances Malaysia's national TVET agenda by turning out graduates who are creative, competitive, and prepared to take on the challenges of the Industrial Revolution 4.0.