Digital Technology Integration Determinants and Implications for Student Performance in Ethiopian Technical and Vocational Education and Training Institutions: A Systematic Review

Digital transformation is increasingly influencing the Technical and Vocational Education and Training systems worldwide. National initiatives such as Digital Ethiopia 2030 and sectoral reforms in Ethiopia, shown by the basis of integration, have prioritized technology in education. Nevertheless, the evidence pointing to elements of successful digital technology integration in competency-based training and their association with student learning outcomes is limited across Ethiopian TVET institutions. The predictors of the integration of digital technologies in TVET-based competency training and their association with student learning outcomes, attainment of competencies, engagement, and digital readiness: a systematic review synthesizing empirical and policy evidence in Ethiopia. The review was conducted using the 2020 PRISMA guidelines. A systematic search was conducted in Google Scholar, Web of Science, Scopus, SpringerLink, and ERIC. Entered additional studies according to information from the identified papers/collectives. The review also included articles published from 2015 to 2026. We included 50 peer-reviewed studies and 12 policy documents. Data analysis was based on thematic synthesis, through a conceptual framework using UTAUT, TAM, and Self-Efficacy Theory and Activity Theory. Several noticeable predictors were identified from four domains (i) organizational factors, leadership, long-term funding commitments, and targeted technical assistance) (ii) technological aspects, including content aligned with curriculum, infrastructural reliability, and platform usability; (iii) human resource issues, such as student digital readiness, student digital preparedness, and facilitator capacity in using computers and platforms for teaching; and (iv) instructional aspects encompassing genuine online assessment. These factors appear to impact students indirectly via aspects such as improved engagement, digital literacy, quality of instruction and feedback, and attainment of competencies. But synchronous interaction, institutional, technological, human, and pedagogical factors have relevance to the integration of digital technology with Ethiopian TVET. While there are still a few rigorous evaluations to show reliance on student outcomes, there is a growing and consistent body of evidence that effective digital integration with appropriate diagnosis can enhance learner-centered teaching approaches and leave students better prepared for the labor markets of tomorrow.Subject AreasEducational Technology