Abstract
In today's changing world, it is crucial to recognize the importance of digital skills, especially in technical and vocational education and training (TVET). The industry emphasizes the need for TVET lecturers to prioritize the introduction of technological methodologies for learning delivery. While digital technology plays an increasingly important role in the workplace, many TVET lecturers are not equipped with the necessary digital skills, compromising educational outcomes and hindering their ability to meet industry standards. This research explores lecturers' digital literacy levels and readiness to integrate technology into teaching. It also investigates their challenges and the support needed to implement technology-driven approaches. Guided by the TPACK framework, the study identifies gaps in lecturers' teaching skills, particularly within the digital space. Moreover, this study examines professional development for lecturers in a similar manner.
The study focuses explicitly on TVET colleges located in the Northwest province of South Africa. This investigation utilizes in-depth interviews to gather lecturers' perspectives. The findings will contribute to shaping programs designed for lecturers, enabling them to effectively equip students with industry-relevant skills despite challenges such as varying geographical settings, potential inaccuracies in self-reported data, and the rapid evolution of technology trends. The study aims to provide insights into enhancing literacy levels among TVET lecturers so that teaching methods align more closely with industry needs over time. It demonstrates that mastering reading and embracing the TPACK framework are essential for education and training because they enable learners to adapt to progress across different regions.