<![CDATA[Digitalization, automation, artificial intelligence, and the green transition are reconfiguring tasks faster than many vocational curricula can respond. This integrative literature review examines how Indonesian vocational education, particularly vocational high schools (SMK), can strengthen graduate readiness amid industrial disruption. The review purposively combines foundational scholarship, peer-reviewed studies, Indonesian policy documents, labour-market statistics, and reports from international organizations published between 1998 and July 2026. Sources were compared through a thematic matrix covering labour-market change, competency requirements, school-industry alignment, work-based learning, and implementation conditions. The synthesis shows that disruption should be understood as task and skill reconfiguration rather than job elimination alone. Persistent transition difficulties among SMK graduates reflect not only curriculum gaps but also uneven employer participation, instructor capability, equipment access, regional opportunity structures, and weak feedback from graduate outcomes. A workforce-readiness framework is proposed around five connected pillars: anticipatory curriculum intelligence, hybrid technical and transferable competencies, authentic work-based learning, co-governance with industry, and outcome-based quality assurance. The review concludes that link and match becomes effective only when it moves from ceremonial cooperation to shared decisions, resources, assessment, and accountability. This framework provides actionable directions for schools, industry, and government while recognizing the need for context-sensitive and equitable implementation.]]>
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