Trends, Scientific Productivity, And New Themes In Digital Literacy Training For Vocational Teachers: A Bibliometric Analysis

Toni Kurrokhmat; Dedi  Rohendi; Mumu  Komaro

doi:10.63922/ijevss.v5i04.6667

Toni Kurrokhmat Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Indonesia
Dedi Rohendi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Indonesia
Mumu Komaro Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.6667

Keywords: digital literacy; teacher training; vocational education; bibliometric analysis; VOSviewer

Abstract

for 21st-century learning demands, yet most globally available digital competence frameworks for teachers are designed for general education rather than technical and vocational education and training (TVET) specifically. This study aims to map the trends, productivity, thematic structure, and research gaps in the scientific literature on digital literacy within the context of vocational teacher training, serving as a preliminary study for a subsequent empirical training-needs analysis. Data were collected from the Scopus database in February 2026 using a combination of three keyword clusters (digital literacy/competence, training, and vocational teachers/education), limited to journal articles and conference proceedings published between 2023 and 2025, yielding 216 documents. The data were analyzed using VOSviewer through co-authorship analysis (author, organization, country), keyword co-occurrence analysis (network, overlay, density), and co-citation analysis. The results show that the number of publications increased sharply from 22 documents (2023) to 125 documents (2025), yet scientific collaboration patterns at the author, institutional, and country levels remain highly fragmented. Keyword analysis reveals that themes related to teacher training and digital competence form a considerably smaller and less dense cluster compared to themes related to vocational student learning, despite the availability of an established conceptual framework such as DigCompEdu. These findings indicate a clear research gap in empirical studies on the digital literacy training needs of vocational teachers, providing the foundation for further research based on a competency discrepancy analysis.

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