Literature Review of the Utilization of Eco-Friendly Technology in Automotive Engineering Learning

Abstract

The growing demand for a sustainability-oriented automotive industry requires vocational high school (SMK) students to master environmentally friendly technologies. This study analyzes the implementation of green automotive technology in learning and identifies the media, methods, and supporting factors that strengthen students’ green skills. Using a descriptive qualitative approach, the research collects primary data through interviews and observations with teachers and instructors, and secondary data from curriculum documents, teaching modules, and relevant literature. Data were examined using content and thematic analysis with source triangulation. The findings show that integrating Green TVET principles into the curriculum and laboratory activities, supported by digital modules, practical simulators, and electric vehicle conversion projects, effectively enhances students’ conceptual understanding, practical competence, and environmental awareness. The Teaching Factory model strengthens experiential learning by providing industry-like environments that allow students to apply theory directly to practice. Teacher competence both technical and digital emerges as a key factor in successful implementation. Although challenges such as limited laboratory infrastructure and varied digital literacy remain, the adoption of environmentally friendly technologies offers significant opportunities to equip students with relevant green skills. Overall, this study demonstrates that embedding sustainability-based competencies in automotive engineering education can produce adaptive and competent graduates aligned with the future needs of the green automotive industry.