Aug 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3560· 0 citations
Abstract
The debate on professional competence often contrasts technical knowledge with transferable skills, although labour-market transitions depend on their interaction with experience, identity and institutional conditions. This article examines how different scientific traditions and policy documents explain that interaction and proposes an integrative architecture for technical and vocational education and training. A critical systematic review was conducted on a directed corpus of 35 sources published between 1964 and 2026 and verified through journals, publishers, repositories and international organisations. The corpus comprises eight empirical studies or empirical syntheses, one systematic review, thirteen theoretical contributions, two handbooks and eleven institutional documents. Because populations, measures and outcomes were not commensurable, a pooled statistical effect was not calculated; synthesis without meta-analysis was applied through thematic coding, directional comparison and appraisal of inferential strength. Twenty-three sources address the complementarity of technical and transferable skills, eighteen focus on curriculum-work articulation, thirteen conceptualise employability as multidimensional, thirteen discuss digital, green or lifelong-learning transitions, and only six explicitly address African contexts. The analysis supports a five-layer architecture: epistemic-technical foundation, cognitive mobilisation, socio-professional coordination, longitudinal adaptability and institutional framing. Employability should not be attributed solely to individuals. TVET reform requires integrated curricula, supervised practice and longitudinal evaluation. The article’s contribution is to replace fragmented skill lists with a relational and testable model that can be adapted to African systems.
A meta-aggregative systematic review of 60 peer-reviewed studies published between 2001 and 2025 reveals the predominance of instrumental and technocratic orientations in the adoption of DR, characterised by limited pedagogical grounding and the increasing reduction of teaching agency to performance indicators, data-driven processes, and algorithmic governance.
Fabián-David Güiza-Pinzón, Jorge Andrés Sarmiento Rojas, Pablo Alexander Munévar García· Research in Learning Technol...· 0 citations
This paper explores existing literature on work-integrated learning challenges, strategies, and it impact on graduate employability in the South African context in higher education institutions. In this paper, the approach followed is a systematic narrative synthesis involving conceptual and empirical literature review. Hence, this literature review includes research studies published as peer-reviewed articles in the English language. Only articles published between the years 2015 and 2025, as well as case studies of WIL in higher institutions used. The theories that formed the backbone of this paper are based on Kolb's Experiential Learning Theory, with a focus on learning as an acquired skill, and Human Capital Theory, which relates to the economics of skill acquisition and employability. The findings from the literature review range from inconsistent industry partnerships to a spectrum of students' preparedness for such requirements, unsatisfactory supervision structures, and even inequities in access to work placements. Co-designed curricula and the related structured reflection underpin the realization of WIL benefits, as does the increasing use of digital monitoring tools, deliberate mentorship, and tight collaboration between academia and industry. Most of the literature consistently establishes that WIL facilitates graduates' workplace competence, professional confidence, and access to a job-related network. This paper is literature-based; findings depend on the scope and quality of available publications and, therefore, do not capture emerging institutional practices not yet published. The increased employability, reduction of youth unemployment, equity, and community engagement for social development in South Africa are among the social impacts of enhanced WIL at HEIs. The research therefore informs HEI policy and curriculum development on how WIL can contribute to SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), promote equal learning, improve skill acquisition, and enhance graduate employability in South Africa.
Cebile Ncamsile Majola· OIDA International Journal o...· 0 citations
Qur'anic recitation education must preserve the authority of oral transmission while responding to learners with different entry levels, limited access to individual correction, and increasing dependence on digital environments. This conceptual study develops the TAJDID-Q competency-based curriculum framework from an integrative review of 37 purposively retained sources. Selection involved staged relevance screening, duplicate and alternate-version reconciliation, metadata checking, and a non-numerical appraisal of each source's evidentiary role. The corpus comprised 24 studies on Qur'anic education and related technologies, nine works on educational theory and review methodology, three international guidance documents, and one national policy document. Analysis across learning outcomes, content, pedagogy, assessment, technology, teacher competence, inclusion, and governance identified six recurring gaps: fragmented outcomes, theory-heavy coverage, uniform progression, episodic assessment, uneven teacher competence, and tool-centred innovation. Unlike method-specific or application-specific proposals, TAJDID-Q integrates epistemic authority, competency progression, authentic assessment, teacher development, inclusion, digital governance, and quality assurance within one curriculum architecture. The model comprises seven interdependent components, four developmental layers, and a six-phase instructional cycle of diagnosis, demonstration, discrimination, practice, tashih, and transfer. Technology is limited to representation, practice, preliminary screening, feedback, and evidence management under qualified human oversight. Six testable propositions are advanced to guide validation. Because the framework has not yet undergone expert validation or field testing, no claim of effectiveness is made. Future work should include Delphi validation, multi-site piloting, assessor-calibration studies, and fairness testing of automated tools.
Ahmad Haziq Paisan, Ahmad Adib Mordin, Mohd Shafiq Sahimi et al.· International journal of res...· 0 citations
This meta-analytic review examines the influence of instructional resources and Work-Integrated Learning (WIL) on employability skills acquisition within the Competence-Based Education and Training (CBET) framework in Tanzania’s Livestock Training Institutions (LTIs). The study systematically synthesised evidence from published research, institutional tracer studies, and policy documents spanning 2005–2025, guided by the PRISMA approach. Data were drawn from 42 empirical studies and reports, and analysed using a mixed-method meta-analytic technique combining quantitative aggregation and qualitative thematic synthesis. Findings reveal that adequate instructional resources, including functional laboratories, livestock units, and ICT- supported learning, have a strong positive correlation (r = 0.68 – 0.81) with students’ technical competence, job readiness, and employability skills. Institutions equipped with modern learning environments produced graduates with 20–35% higher employment rates than those from under-resourced settings. Moreover, structured workplace learning experiences including attachments, internships, practicums, apprenticeships, co-op programs, and fieldwork enhanced graduate adaptability and confidence by 25–45%, thereby confirming the pivotal role of experiential learning in strengthening CBET effectiveness. However, inconsistent implementation, limited trainer delivery capacity, and uneven policy enforcement undermine the system’s full potential. The study recommends adopting a Livestock Education Employability Model (LEEM) that emphasises resource upgrading, structured Work-Integrated Learning, digital innovation, and policy alignment. Building on this model, strengthening CBET through sustained investment, digital transformation, and designed industry partnerships is essential to aligning curricula with labour market demands and, in turn, advancing national goals for livestock sector transformation, employability skills development, and youth employment.
Balija Luyombya, Valery Sonola· East African Journal of Educ...· 0 citations
The integration of Information and Communication Technologies (ICT) into face-to-face compulsory education has accelerated globally, but the conceptual definition and pedagogical application of Digital Education (DE) remain unclear. This systematic review explores how DE is defined, implemented, and assessed in in-person primary and secondary school settings. Guided by PRISMA methodology, 33 peer-reviewed empirical studies published between January 2012 and June 2025 were selected from Scopus and Web of Science, and through reference checking. Methodological quality and potential sources of bias were appraised using the Mixed Methods Appraisal Tool (MMAT), and that appraisal informed the interpretation of the evidence. The results indicate significant ambiguity surrounding the term DE, which is often conflated with ICT use or digital competence. While many studies report positive outcomes in student engagement and basic skill acquisition, few articulate clear operational frameworks or pedagogical strategies for effective implementation. DE is predominantly applied to low-cognitive-demand tasks and is underused in promoting deeper learning. Key barriers include insufficient teacher training, fragmented educational policies, and infrastructural limitations. Nonetheless, when digital tools are intentionally combined with pedagogical goals—such as personalized instruction, learner autonomy, and content creation—DE demonstrates potential to improve motivation and support achievement. The findings suggest that well-designed DE can contribute to educational sustainability by strengthening learning opportunities, supporting equity and inclusion, and advancing Sustainable Development Goal 4 (Quality Education), but they also highlight the need for coherent policies, teacher training, and equitable access to digital resources.
Héctor Martínez García, Marta Rubio Gómez-Cadiñanos, T. García et al.· Sustainability· 0 citations
This systematic review synthesises empirical and conceptual evidence on university pedagogical practices that cultivate critical thinking and, through it, student intellectual autonomy in digitally mediated learning environments and identifies gaps concerning long-term transfer, equity, and the assessment of autonomy in AI-saturated contexts.
Mayra Carolina Márquez López, Daniela Guardo Rua, Hugo Leonardo Gómez Hernández et al.· Journal of Intelligent Decis...· 0 citations