Abstract:

This study presents an integrative review of technology integration theories utilised in Technical and Vocational Education and Training (TVET) research in Africa between 2000 and 2026. The study responds to the growing expansion of digital education and technology-enhanced learning in TVET, alongside increasing scholarly reliance on theoretical frameworks to explain technology adoption, pedagogical integration, digital competence, and learning engagement. Despite the rapid growth of technology-related TVET research, limited attention has been given to the theoretical foundations shaping the field and the emerging conceptual directions within African scholarship. The review therefore examines publication trends, dominant theoretical patterns, methodological applications, and emerging theoretical gaps in technology-focused TVET research across Africa.

The study adopted an integrative review design combining bibliometric analysis and qualitative synthesis. Bibliometric data were retrieved from the Scopus database and analysed using performance analysis and science mapping techniques, including publication trends, source productivity, country contributions, citation structures, and keyword co-occurrence networks. In addition, qualitative synthesis procedures were employed to interpret how technology integration theories have been applied across different TVET research contexts and educational technologies.

The findings reveal a substantial increase in theory-driven technology integration research in African TVET over the last decade, reflecting growing institutional interest in digital transformation and technology-enhanced vocational learning. The Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), Unified Theory of Acceptance and Use of Technology (UTAUT), Diffusion of Innovation Theory, and Constructivist Learning Theory emerged as the most frequently utilised theoretical frameworks across the literature. The analysis further indicates strong concentration around technology adoption, online learning readiness, mobile learning, and digital competence studies, while comparatively limited attention has been given to immersive learning, artificial intelligence integration, socio-technical perspectives, and context-sensitive theoretical models relevant to African TVET environments.

The review also identifies persistent conceptual and contextual gaps within the literature, including weak theoretical diversification, limited longitudinal and experimental research, inadequate cross-country collaboration, and insufficient integration of theories capable of addressing infrastructural inequalities and resource-constrained learning environments. Emerging directions within the field suggest increasing scholarly interest in AI-supported learning, immersive technologies, learning analytics, and hybrid pedagogical frameworks. The study concludes by emphasising the need for broader theoretical innovation, stronger contextual grounding, and interdisciplinary approaches to strengthen technology integration research and digital transformation within African TVET systems.

Keywords:

Technology integration theories, TVET, digital education, bibliometric review, integrative review, educational technology, Africa.