Ministry of Education (MOE) has imposed the final year project as a design-based project and the requirement to graduate with vocational diploma. Guideline for final year project becomes the basis to conduct the project executed based on Final Year Project I and II course. To have an effective and standardized teaching and learning (T&L) environment, design process should be implemented in technical and vocational education and training (TVET). Therefore, this paper proposes the strategies to integrate the design process in supervising, report writing, and assessing the final year project complying with the MOE guideline. The design process becomes the backbone due to its capability to sequence the design activities, integrate the various knowledge, and enhance the creativity towards the selection of the final design from a range of designs with their respective conflicting issues. The strategies include integration of the design process into the supervision, report writing, and assessing the course. These strategies will be implemented through workshop, feedback and student activities. Kolej Vokasional Kota Tinggi (KVKT) is selected to be the case study.

This study was geared toward identifying the pattern of epistemological belief in design among engineering students enrolled in one of the research universities in Malaysia. To this end, data collection was carried out by employing an adapted instrument of a Likert-type questionnaire with five scales consisting of 68 items. Then, 120 engineering students from several engineering disciplines, such as electrical engineering, mechanical engineering, and civil engineering, were selected from the overall population of Universiti Teknologi Malaysia to determine their epistemological beliefs on design. According to the literature, six dimensions of beliefs were commonly perceived. The students were to describe their beliefs about design knowledge and the nature of knowing and learning design, including the source of knowledge, the certainty of knowledge, structure of knowledge, speed of knowledge acquisition, innate ability of personal and general knowledge, and real-world applicability of knowledge. The study's findings revealed that the epistemological beliefs of engineering students in each dimension yielded a difference across varying engineering majors.