<![CDATA[The gap between vocational high school or Sekolah Menengah Kejuruan (SMK) curricula and the complex workflow demands of the 3D animation industry spanning Pre-Production, Production, and Post-Production stages remains a significant challenge in vocational education within the Animation concentration in Indonesia. This article aims to map the readiness of SMKs in implementing 3D animation industry workflow standards into classroom learning, examined through three aspects: Human Resource (HR) readiness, infrastructure readiness, and curriculum readiness. This study employs a qualitative descriptive approach using a library research method, thematically analyzing findings from recent national and international scholarly publications, primarily published between 2020 and 2025, supplemented by selected foundational literature. The findings indicate that HR readiness is constrained by uneven teacher competency specialization and limited coverage of national competency certification; infrastructure readiness faces a budgetary dilemma between high-specification rendering hardware and the choice between commercial and open-source software; while curriculum readiness shows considerable potential through Project-Based Learning (PjBL) and cross-divisional Teaching Factory (TeFa) approaches, although implementation remains partial and has yet to fully replicate the collaborative work scheme of professional studios. This study concludes that SMK readiness for the 3D animation industry workflow is at a transitional stage, requiring strengthened HR certification, a phased infrastructure investment roadmap, and reinforced cross-divisional collaborative work schemes through partnerships with the business and industry sector or Dunia Usaha dan Dunia Industri (DUDI).]]>
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