The rapid progress of digital technology has led to a global transformation in education, particularly in technical vocational education and training (TVET). This transformation is characterized by a significant shift in mindset and a noticeable advancement in the utilization of digital tools and methods. In this bibliometric study, we examine what is known about digital transformation in the context of TVET within the region. Through a systematic analysis of research trends, key contributors, and innovative practices, the study aims to determine how technology has changed the landscape of TVET and how to best utilize digital resources to enhance classroom instruction and student practical skills training. Special attention is given to identifying new digital skills and competencies, trends in digital skills training for TVET teachers and trainers, emerging technologies in TVET, and factors that facilitate the digital transformation of TVET. The study also presents examples of best practices, case studies of TVET systems, and explores the challenges encountered in implementing these innovations. This study employs bibliometric analytics to showcase the breadth and depth of research dedicated to digitalization in TVET, providing a comprehensive understanding of the current state of digital innovation within the field. The objective of the findings is to contribute to the discourse on the transformation of TVET in Sub-Saharan Africa, laying the groundwork for curriculum development, policy formulation, and the implementation of strategic plans in TVET.

Keywords: Digital transformation, TVET, digitalization of TVET, digital tools, Sub-Saharan Africa, bibliometric review, innovative pedagogies, pedagogical innovation, curriculum development, Policy formulation.