Evaluation of TVET teachers’ digital competence in Ethiopia and Its sociodemographic determinants

The digital transformation of technical and vocational education and training (TVET) systems is central for responding to industry needs and preparing a future-ready workforce, yet the digital competence of TVET teachers in Ethiopia remains remarkably sparse. This study evaluates the digital competence status of TVET teachers and examines the influence of sociodemographic factors on their digital competence. A quantitative cross-sectional design was employed, collecting data from 428 TVET teachers in Ethiopia using a structured questionnaire. Confirmatory Factor Analysis (CFA) was implemented to validate the six-factor structure of TVET teachers’ digital competence. The statistical analysis, Kruskal-Wallis H test, and Mann–Whitney U test were used for analysis. The CFA confirmed a valid six-factor model (χ2 = 425.89, df = 194, p < 0.001, χ2/df = 2.2) and CFI = 0.966, TLI = 0.959, RMSEA = 0.053, SRMR = 0.036). The findings of the study revealed that TVET teachers demonstrate a low-to-moderate level of digital competence with significant gaps in professional engagement, assessment, and empowering learners’ digital competence. Contrary to expectations, sociodemographic factors, including age, gender, years of teaching experience, and educational qualification, show no statistically significant difference in all six domains of digital competence. However, prior experience of information communication technology (ICT) training and the digital infrastructure emerge as significant predictors of digital competence. This study provides the first rigorous validation of the DigCompEdu framework in Ethiopian TVET using CFA, offering empirical evidence to inform targeted professional development and policy interventions. The study concludes that institutional elements, including training opportunities and infrastructure, are the primary determinants of digital competence among TVET teachers in Ethiopia. Consequently, the findings underscore the need not only for investment in institutional infrastructure but also for continuous professional development and industry-relevant training opportunities to enhance the TVET teachers’ digital competence, regardless of their sociodemographic background. Furthermore, several key recommendations are proposed to enhance digital competence among TVET teachers.