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This article proposes the necessity of adopting a whole institution approach engaging leaders, teachers, and learners for digital competence development in technical and vocational education and training (TVET). It first emphasizes the commitment of TVET to developing digital competencies by pointing out skill gaps against the background of digital transition. It then illustrates that advocacy for digital competence development in TVET strategies involves developing the digital competence of leaders and teachers as TVET practitioners and developing the digital competence of students as TVET learners. Drawing on the competency-based paradigm of education and the concept of a whole-institution approach, this paper claims that digital competence development in TVET should empower all primary TVET stakeholders—leaders, teachers, and learners. Therefore, it adopts a qualitative research method to examine the anticipated digital competencies of these three stakeholder groups through an analysis of existing digital competence frameworks for leaders, educators, and individuals. Finally, the paper synthesizes the digital competency areas of TVET leaders, teachers, and learners and discusses their relevance, thereby advocating a competency-based whole-institution approach to digital competence development in TVET.
Zhong et al. (Sat,) studied this question.