Abstract

Digital literacy has become a crucial competence in vocational education as digital technologies increasingly shape learning processes and workplace practices. In vocational high school contexts, digital literacy is essential not only for supporting academic learning but also for preparing students for industry-oriented demands. However, empirical research on digital literacy among vocational high school students remains fragmented and lacks systematic synthesis. This study aims to systematically review empirical studies on digital literacy among vocational high school students, focusing on the types of digital literacy employed, the learning activities supported, and the challenges encountered in implementation.
A systematic literature review was conducted in accordance with the PRISMA guidelines. Google Scholar was used as the sole database to identify relevant empirical studies published between 2019 and 2025. Following the identification of 1,340 records, a structured screening and eligibility assessment process was applied. Thirteen empirical studies met the predefined inclusion criteria and were included in the final qualitative synthesis. Data were analyzed using narrative and thematic synthesis aligned with three research questions.
The findings reveal that digital literacy in vocational education is a multidimensional construct encompassing basic digital literacy, information literacy, technology literacy, and digital learning competence. Digital literacy supports a range of learning activities, including mobile learning, project-based learning, reading-based digital tasks, and vocational software practice. However, the implementation of digital literacy is constrained by persistent challenges, such as limited access to digital infrastructure, insufficient teacher readiness, students’ difficulties with self-regulated learning, and misalignment between digital literacy initiatives and vocational curricula.
This review highlights the need for a holistic and context-sensitive approach to digital literacy integration in vocational high schools. The findings provide evidence-based insights for educators, curriculum developers, and policymakers, and suggest directions for future research focusing on equitable access, professional teaching development, and longitudinal impacts of digital literacy interventions.
Keywords: digital literacy; vocational high school; vocational education; systematic literature review; PRISMA

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