UNESCO Global Education 2030 Agenda - Trends mapping study: Digital skills development in TVET teacher training

Oct 15, 2026

Trends mapping study examining digital skills development within TVET teacher training, framed under UNESCO’s education leadership and the Education 2030 Agenda. UNESCO’s role is described through its mission to advance inclusive and equitable quality education and lifelong learning for all, aligned with Goal 4 and the Education 2030 Framework for Action. The report presents contextual background, study purpose, analytical framework, methodology, and an outline covering training access, uptake, and learner capacity to apply digital skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages56

Reading Time2 h 21 min

AccessFree to download

Introduction

Background and context

Purpose of study

Analytical framework and methodology

Structure of this report

Pre-pandemic situation

Access to training

Uptake of training

Capacity to apply digital skills

Trends mapping study Digital skills development in TVET teacher training Trends mapping study Digital skills development in TVET teacher training UNESCO – a global leader in education Education is UNESCO’s top priority because it is a basic human right and the foundation for peace and sustainable development. UNESCO is the United Nations’ specialized agency for education, providing global and regional leadership to drive progress, strengthening the resilience and capacity of national systems to serve all learners. UNESCO also leads e orts to respond to contemporary global challenges through transformative learning, with special focus on gender equality and Africa across all actions. The Global Education 2030 Agenda UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training UN Campus Platz der Vereinten Nationen 1 53113 Bonn Germany © UNESCO 2022 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license ( [http://creativecommons.org/licenses/by](http://creativecommons.org/licenses/by)sa/3 . 0/igo/) . By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository ( [http://www](http://www). [unesco.org/open-access/terms-use-ccbysa-en](unesco.org/open-access/terms-use-ccbysa-en)) . The designations employed and the presentation of material throughout this document do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the del imitation of its frontiers or boundaries. The ideas and opinions expressed in this document are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Written by Gita Subrahmanyam Supervised by Sarah El son-Rogers, UNESCO-UNEVOC International Centre for TVET Design by Ulrike Köhn Cover image: [bestfoto77/Shutterstock.com](bestfoto77/Shutterstock.com), [Bloomicon/Shutterstock.com](Bloomicon/Shutterstock.com) Acknowledgements This report was prepared by Gita Subrahmanyam, Research Associate at the London School of Economics, supervised by and with input from Sarah El son-Rogers, Team Leader of the Innovation and the Future ofTVET Programme at UNESCO-UNEVOC. The study was initiated by Jens Liebe (previously at UNESCO-UNEVOC) . Special thanks to those who contributed to the promising practice case studies – namely, Vikki Liogier (National Head of EdTech and Digital Skills of the UK Education and Training Foundation), Navitri Putri Guillaume (Project Officer for the ILO Field Office in Indonesia’s Women in STEM Workforce Readiness and Development Programme), Pichpisey Sovann (Co-founder of Velocity Arcademy) and Frederic Murat (Head of International Operations at Bibliothèques Sans Frontières)– for generously giving their time and sharing their experiences and insights. Contents List of tables and figures ................................................................................................................................................................................... 6 Abbreviations ................................................................................................................................................................................................................ 7 In

FAQs

What is the main focus of the trends mapping study?

The study focuses on digital skills development in TVET teacher training.

How does UNESCO connect this work to the Education 2030 Agenda?

UNESCO leads and coordinates the Education 2030 Agenda, including Goal 4, which emphasizes inclusive and equitable quality education and lifelong learning opportunities for all.

Which areas does the report examine regarding digital skills application?

It addresses the pre-pandemic situation and examines access to training, uptake of training, and capacity to apply digital skills.

Oct 15, 2026

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