Technology integration in TVET education in Africa: A scoping review with evidence concentrated in Southern Africa
DOI:
https://doi.org/10.38140/ijer-2026.vol8.2.08Keywords:
TVET, technology integration, education, digital transformation, scoping reviewAbstract
Digital transformation has significantly reshaped teaching and learning practices in higher education over the past two decades, particularly within the contexts of Technical and Vocational Education and Training (TVET). Despite this shift, there remains a paucity of comprehensive reviews that synthesise the integration of digital technologies in TVET institutions, along with the associated benefits and challenges. This study seeks to address this gap by conducting a scoping review of literature published between 2015 and 2025, guided by the PRISMA framework. Data were sourced from the Web of Science and Scopus databases. The initial search yielded 2046 records, which were subsequently screened using predefined inclusion and exclusion criteria, resulting in a final sample of 30 studies. The findings reveal that technology integration in African TVET institutions is characterised by six key themes: technology-enabled v technologies, and learner outcomes and inclusion. The review highlights that digital technologies enhance student engagement, flexibility, and skill development, particularly through e-learning, blended learning, and immersive tools. However, these benefits are constrained by challenges such as inadequate infrastructure, limited digital literacy, and insufficient institutional support. Rooted in the Unified Theory of Acceptance and Use of Technology (UTAUT) and a socio-technical approach, the study explores technology integration, benefits, challenges, and enablers in TVET. The study recommends a multi-level approach to digital transformation, focusing on infrastructure, lecturer training, and inclusive policies to support the sustainable integration of technology in TVET.
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