ICT Enabled TVET Education: A Systematic Literature Review

Abstract

Economies of the world and workforce level of skills are changing rapidly. Industrial revaluations and knowledge economies have raised the demand for a knowledgeable and digitally equipped skilled workforce. Technical and Vocational Education and Training (TVET) is an educational stream that provides vocational skills to youth and produces a skilled workforce for the industry. The role of Information and Communication Technologies (ICT) in the TVET pedagogy, training delivery, teachers training, curriculum, and labs is need of the day to meet current era challenges. In the TVET education training cycle, the level of ICT enablement is required to be reviewed. This Systematic Literature Review (SLR) evaluates literature for innovation of ICT in TVET education for the last ten years. This study aims to identify and present ICT-based technology innovations, research, and applications used in TVET training cycle system components / functional areas to identify gaps for future research directions/agenda. This gap identification will help (i) TVET training institutes to upgrade their teachers, curriculum, labs and, equipment, (ii) policymakers to devise technology-oriented skilled workforce development policies, (iii) to provide guidelines to industry, researchers, and academics to focus on gaps to address future challenges of workforce development. Based on the search string, we found 2,445 relevant documents and after applying quality assurance and inclusion/exclusion criteria, finally, 134 documents were selected for the study and analyzed. The result of this systematic literature review identifies that ICT technologies and application dispersion into TVET training cycle system components / functional areas is very low particularly in monitoring and evaluation, career guidance and job placement, trainee's assessment, and teacher's training. TVET Technology index suggests that much focus is needed on IoT, Robotics, Data Science, Artificial intelligence, cloud computing, and other similar technology induction to all TVET training.

Section 28. Trends in the Use of Information Technologies in Professional Training: Analysis of the Use of Cloud Technologies in Education

“…Окремо досліджуються хмарні сервіси предметного спрямування, зокрема такі, як geogebra 11 (http://www.geogebra.net), phet 12 (https://phet.colorado.edu/uk/), open source physics 13 (https://www.compadre.org/osp), wolfram demonstrations project 14 (https://demonstrations.wolfram.com), virtual lab 15 (http://chemcollective.org/), віртуальні лабораторії 16 тощо. Наведені результати накопичені в значній кількості і систематизовані щодо використання іт в освіті загалом, що підтверджують дослідження: для академічного середовища 17 , для вищої школи 18 , для дошкільної освіти 19 , для середньої освіти і вчителів 20 , для інтелектуальних академічних середовищ 21 , для освітньої галузі загалом при переході до освіти 4.0 22 . Водночас наукові результати використання хмарних технологій в освіті як виду інформаційних технологій не узагальнені, а тому потребують комплексного аналізу.…”

“…Education and information technologies, 2023. https://doi.org/10.1007/s10639-023-11972-6. 20 Smestad B., Hatlevik O., Johannesen M., Øgrim L. Examining dimensions of teachers' digital competence: A systematic review pre-and during COVID-19. Heliyon, 2023.…”

Information Technologies that Help Improve Academic Performance, A Review of the Literature

“…Also, unlike the present research, which conducted a literature review of all technologies that can improve academic performance, other reviews such as [58], focused on a review on GBL (Game-Based Learning), which also collected outstanding information, by focusing not only on game-based learning but also on the use of any type of technology that helps students to learn, China was found to be one of the countries that most supported the implementation of technology for the education of students. Another literature review [63] focused on identifying innovations and applications of ICT applied in technical and vocational education and training (TVET); finding that the use of artificial intelligence, robotics, data science, and cloud computing among other similar technologies is necessary.…”

Analisis Bibliometrik Implementasi Kecerdasan Buatan dalam Ketenagakerjaan di Institusi Pendidikan

“…Meskipun AI dapat mempermudah pekerjaan manusia bahkan mampu menyelesaikan tugas-tugas kompleks, seperti pengoptimalan kapasitas jaringan, cakupan, dan Kualitas Layanan (QoS) dalam HetNets (Matousek et al, 2019). Maraknya penerapan Teknologi Informasi dan Komunikasi (ICT) dalam pendidikan dan pelatihan teknis dan vokasional (Hassan et al, 2021). Tetap penting bagi manusia untuk menjadi calon mahasiswa yang siap belajar tentang AI (Choi, 2020).…”