Bridging the Digital Skills Gap: A Systematic Literature Review of Technology Adaptability in Vocational Education and Training

Derrida Dhini Imama, Ketut Ima Ismara, Putu Sudira and Totok Heru Tri Maryadi
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Derrida Dhini Imama: Yogyakarta State University, Yogyakarta, Indonesia
Ketut Ima Ismara: Yogyakarta State University, Yogyakarta, Indonesia
Putu Sudira: Yogyakarta State University, Yogyakarta, Indonesia
Totok Heru Tri Maryadi: Yogyakarta State University, Yogyakarta, Indonesia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 2983-2999

Abstract: As digital transformation accelerates across industries, vocational education and training (VET) institutions facing the challenge to equip learners with relevant technological competencies that suit the evolving workplace demands. This systematic literature review examines the critical intersection of digital skills development and technology adaptability within vocational education and training systems worldwide. The review analyzes peer-reviewed publications from the past decade that address technology integration, digital competence frameworks, and adaptability strategies specifically within vocational education and training contexts. Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a comprehensive search strategy across major educational databases, 12 studies met the inclusion criteria for detailed analysis. Findings reveal significant disparities in digital skills implementation across different technology used in VET systems, with particular challenges in connecting technology instruction and knowledge with workplace applications. This literature review identifies four key dimensions of successful technology adaptability in VET systems: institutional readiness, instructor digital competence, curriculum integration strategies, and industry-education partnerships. Results further indicate that effective technology adaptability in VET requires moving beyond basic digital literacy toward digital fluency aligns with the real occupational requirements. This research contributes to the development of vocational teachers’ digital competencies, which current literature indicates often focuses on technical skills while neglecting critical aspects such as learning and workplace needs connectivity. Recommendations include developing more grounded, mixed-methods research approaches to address contextual factors in VET digitalization and creating adaptive frameworks that accommodate the diverse nature of vocational education systems internationally.

Date: 2025
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