Implementation of Digital Portfolio for Vocational Teachers’ Digital Skills: A Systematic Literature Review

Implementing digital portfolios in vocational education has become a critical strategy to improve teaching quality, facilitate evidence-based evaluation, and accelerate continuous professional development. The research objectives are to (1) examine the development of vocational teachers’ digital skills, (2) evaluate the effectiveness of practice-based training models, and (3) analyze the integration of technology in vocational learning to meet the demands of Industry 4.0. The method used is Systematic Literature Review (SLR) with the PRISMA approach by thematically analyzing 9 Scopus-indexed articles from ScienceDirect, SpringerLink, and Google Scholar from 2019 – 2024. The results of this study reveal three main findings, including (1) the successful implementation of digital portfolios depends on the adequacy of digital infrastructure, (2) practice-based training models, such as the Structured Academic Portfolio (SAP) are effective in improving teacher competence, and (3) technology integration must be aligned with industry needs. Reflection through digital portfolios is proven to strengthen teachers’ understanding of technology pedagogy and encourage the development of metacognitive skills. However, gaps such as inequitable access to technology, lack of specific training, and challenges in reflective task design were found. The findings provide a conceptual framework for vocational education providers in designing a sustainable digital-based development system. The conclusion emphasizes that digital portfolios can be a transformational tool to develop vocational teachers’ digital competencies with support from adequate infrastructure, structured training, and safe integration of technology with the curriculum. Recommendations for future research include exploring the long-term impact of digital portfolios as well as the adaptation of models, such as SAP and Technical Application for Portfolio (TAP), in various vocational education contexts. Institutional policies need to ensure equitable access to and support for technology to maximize the potential of digital portfolios in vocational education.