This study explores the integration of digital technologies in vocational secondary school teaching, addressing a significant research gap in the Czech Republic. Digital technologies are indispensable for equipping students with the skills required in Industry 4.0 and the modern labor market, yet their specific adoption and use in vocational education require further exploration, particularly within the European context.

The research is guided by two primary questions:

1. What digital technologies do vocational secondary school teachers use in their teaching?

2. How do vocational secondary school teachers utilize digital technologies in their teaching?

The main objective of this study is to systematically map the types and applications of digital technologies employed by vocational secondary school teachers. By conducting a scoping review, this research seeks to provide a structured synthesis of existing literature, identifying key patterns, trends, and research gaps. Additionally, it examines methodological aspects of previous studies to inform future empirical research.

The conceptual framework for this study is grounded in theories of digital pedagogy and technological integration in education, particularly in vocational settings. It builds on frameworks like the European DigCompEdu framework (EC: Redecker & Punie, 2017), which outlines competencies necessary for educators to effectively integrate digital tools into their practice. Furthermore, the study draws on the concept of technological pedagogical content knowledge (Mishra & Koehler, 2006), emphasizing the intersection of technology, pedagogy, and subject knowledge in effective teaching practices.

Existing studies highlight the growing importance for vocational teachers to continuously update their skills to keep pace with technological advances and changing industry demands (Andersson & Köpsén, 2015), as technological change presents a challenge for them: they must not only enhance their own digital skills but also design teaching strategies that help students acquire the competencies necessary for thriving in a digitally-driven world (Hämäläinen et al., 2021). Furthermore, The European Commission’s Digital Education Action Plan (2021–2027) underscores the necessity of enhancing digital education and training across member states, further reinforcing the relevance of this research in addressing both national and international educational priorities.

Additionally, the Vodafone (2022) report on AI in European schools highlights disparities in access to digital devices (that enable the use of AI at school) and internet connectivity, revealing that UK students have the highest access, while Greek students face significant barriers, with 74% lacking adequate devices. The report also indicates that AI use in schools is often regulated by individual schools or teachers, with 16 % of schools prohibiting AI use altogether. In the Czech context, recent Vodafone (2025) data reveals that 64 % of students aged 12 to 17 use AI tools like Google Lens and ChatGPT to enhance learning engagement, but only 10 % of schools allow unrestricted AI usage. The integration of AI tools is often driven by individual teacher initiatives rather than institutional policy, and significant disparities in AI adoption are observed based on the type of school and students' socioeconomic background. These findings align with broader European trends and highlight the importance of examining AI adoption in vocational education, where digital tools have the potential to significantly support skill development.

In conclusion, this study seeks to contribute to the research on digital technology integration in vocational secondary education by mapping the current landscape of technology use among VET teachers.

The scoping review follows the framework proposed by Arksey and O’Malley (2005), complemented by recent methodological refinements by Levac, Colquhoun, and O’Brien (2010). The review is conducted in accordance with the PRISMA-ScR guidelines to ensure methodological rigor and transparency. Data collection involves a systematic search of three major academic databases: Web of Science, Scopus, and ERIC. The search strategy includes predefined keywords and Boolean operators to capture relevant studies published in peer-reviewed journals. The inclusion criteria focus on empirical studies that examine the use of digital technologies by vocational secondary school teachers in teaching contexts. The selection process follows a multi-step approach: title and abstract screening, full-text review, and final inclusion based on relevance to the research questions. Data extraction focuses on key study characteristics, including the types of digital technologies explored, their applications in teaching practices, and the contextual factors influencing their use. Additional attention is given to the methodological designs employed in the included studies, enabling a meta-analysis of research approaches within the field. The results are synthesized using a narrative approach to highlight key themes and trends. Additionally, this review assesses the methodological characteristics of existing studies and identifies strengths, limitations, and gaps in the research landscape.

By conducting a scoping review, this study aims to provide a comprehensive overview of the current research landscape and identify patterns, emerging trends, and gaps in existing literature. Additionally, the study examines the methodological characteristics of the included research to inform potential future empirical studies. This research will also allow for comparisons of various trends in vocational education across Europe and beyond. The expected outcomes of this scoping review include: - A detailed mapping of the digital technologies employed by vocational secondary school teachers. - An overview of how these technologies are integrated into teaching practices. - Identification of research gaps and future research directions. - Insights into the methodological approaches used in existing studies.

Andersson, P., Köpsén, S. (2015). Continuing professional development of vocational teachers: participation in a Swedish national initiative. Empirical Res Voc Ed Train 7, 7. https://doi.org/10.1186/s40461-015-0019-3 Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616 European Commission. (2021). Digital education action plan 2021–2027: Resetting education and training for the digital age. European Commission: Joint Research Centre, Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators : DigCompEdu, (Y.Punie,edito) Publications Office. https://data.europa.eu/doi/10.2760/159770 Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals' digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672 Levac, D., Colquhoun, H., & O'Brien, K.K. (2010). Scoping studies: advancing the methodology. Implementation Sci 5, 69. https://doi.org/10.1186/1748-5908-5-69 Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Vodafone. (2022). AI in European Schools: Understanding the challenges and opportunities. Vodafone Foundation. https://skillsuploadjr.eu/docs/contents/AI_in_European_schools.pdf Vodafone. (2025). AI Tools in Czech Schools: Adoption, Challenges, and Socioeconomic Disparities. Vodafone Foundation. https://www.vodafone.cz/_sys_/FileStorage/download/4/3021/ipsos-a-vodafone-deti-a-ai-report.pdf