Screening assessments in vocational colleges are a strategic innovation in educational evaluation, designed to identify the cognitive and technical readiness of students entering program-specific courses. In Malaysia, the Information Technology (IT) program within Technical and Vocational Education and Training (TVET) plays a pivotal role in equipping students with programming, computational thinking (CT), and digital skills essential for the Fourth Industrial Revolution (IR4.0) and the digital economy. However, cognitive screening assessments tailored to IT programs in vocational colleges remain underexplored, leading to inconsistencies in student intake quality and misalignment between curriculum expectations and industry demands. This study employs a SWOT analysis framework to examine the strengths, weaknesses, opportunities, and threats of integrating screening assessments for programming and CT in vocational IT education. Data were collected through a literature review from major databases including Scopus, Web of Science, and Google Scholar, focusing on empirical studies in programming and CT. Findings highlight several strengths: improved problem-solving abilities, industry relevance, and enhanced employability for graduates. Weaknesses include limited institutional resources, insufficient teacher training, and uneven student readiness. Opportunities emerge through government initiatives, educational technologies, and industry collaborations, while threats stem from rapid technological change and persistent digital divides. The study underscores the need for program-specific screening tools that ensure equitable access, enhance employability, and align vocational IT programs with evolving industry standards, thereby supporting Malaysia’s digital transformation and competitiveness.

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