The Digital Skills Gap Among Vocational Education Teachers

Abstract

Vocational education plays a crucial role in economic development and workforce preparation. Consequently, both government institutions and other stakeholders should contribute to the advancement of this sector. Currently, the vocational education system in Georgia faces several challenges, one of which is the insufficient level of digital competence among vocational teachers. This issue can be examined from two main perspectives: 1)vocational teachers’ ability to integrate modern teaching methods and digital technologies into the learning process, and 2) their capacity to effectively manage administrative and bureaucratic tasks through digital tools. Students frequently express a preference for more innovative and technology-enhanced instructional approaches, as these methods tend to increase engagement and motivation. Teachers’ Digital Competence (TDC) is considered a key prerequisite for the effective integration of technology into educational practice and is influenced by both individual and contextual factors. Despite its growing importance, research on digital competence within the field of vocational education remains relatively limited. In recent years, digitalization has become a central focus of educational policy worldwide. This trend is particularly evident in the Vocational Education and Training (VET) sector, which has traditionally served the dual purpose of supporting economic development and educational advancement. The increasing emphasis on the digital economy has further strengthened policy interest in education, especially vocational education, as a critical mechanism for developing the skills required in contemporary labor markets.