Digital Competence Development in Tvet Hospitality Education: A Systematic Review

Digital technologies are increasingly transforming Technical and Vocational Education and Training (TVET) within hospitality education. Despite the growing adoption of digital competence frameworks in education, existing studies remain fragmented and insufficiently tailored to the practice-oriented and industry-driven nature of hospitality TVET. This study aims to examine the development of digital competence in TVET hospitality education and identify key gaps that inform future framework development. A Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol was conducted using Scopus and Google Scholar databases. The search yielded 620 records, of which 41 studies published between 2020 and 2025 met the inclusion criteria and were subjected to thematic synthesis. The findings reveal four interrelated themes: (i) the integration of digital technologies in teaching and learning, (ii) the evolving role of educators in digital environments, (iii) persistent challenges related to digital readiness and professional development, and (iv) the mismatch between educational practices and industry expectations. These findings indicate a shift from technology-centred approaches towards a more holistic and ecosystem-based understanding of digital competence. However, the review identifies a significant gap in the integration of pedagogical, technological, and behavioural dimensions within existing frameworks. This study contributes to the literature by providing synthesized evidence base and establishing the conceptual foundation for an integrated digital competence framework that combines DigCompEdu, TPACK, and Technology Acceptance Model (TAM) perspectives. The findings offer practical implications for competency-based curriculum design, educator professional development, and digital transformation policies in hospitality TVET.