Challenges of Digitalisation in TVET: A Recent Comprehensive Structured Review

Abstract

Technical and Vocational Education and Training (TVET) systems face both significant opportunities and complex challenges amid rapid global digital transformation. This systematic literature review (SLR) sought to identify and examine the key challenges associated with digitalisation of TVET. Central to the investigation was the persistent gap between the increasing demand for digital competencies and the capacity of TVET institutions to effectively adopt and implement digital tools and pedagogical practices. To address this issue, a search was conducted comprehensively across three academic databases, Scopus, Web of Sciences, and ERIC targeting peer-reviewed literature published from year 2022 to 2024. Searches employed combinations of keywords such as “TVET”, “digitalisation”, “vocational”, “technical” and “skills”. Inclusion criteria comprise English-language, peer-reviewed journal articles focusing on TVET and digitalisation, while non-articles and unrelated studies were excluded. From initial pool of 599 records, the final of 37 primary studies was selected for in-depth analysis. The findings were organised into three themes which were (1) digital transformation and curriculum development, (2) digital competence and skills development, and (3) digital inequality and inclusivity. The analysis revealed that while digital transformation offers substantial benefits, it also worsens existing inequalities and poses significant challenges in curriculum design and skill acquisition. Digital transformation in TVET offers substantial benefits such as flexible learning access and industry-relevant training, but also presents significant challenges in curriculum alignment, educator digital competence, and equitable resource distribution. These insights are crucial for policymakers, educators, and stakeholders aiming to optimise the digitalisation process within TVET systems.