<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bo Zhou</style></author><author><style face="normal" font="default" size="100%">Seong Pek Lim</style></author><author><style face="normal" font="default" size="100%">Nahdia Kabir</style></author><author><style face="normal" font="default" size="100%">Jin Tao</style></author><author><style face="normal" font="default" size="100%">Jiaying Yang</style></author><author><style face="normal" font="default" size="100%">Cong Wang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIGITAL TECHNOLOGIES IN VOCATIONAL EDUCATION: FROM TECHNOLOGY ADOPTION TO SOCIO-TECHNICAL TRANSFORMATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">digital competence</style></keyword><keyword><style  face="normal" font="default" size="100%">digital transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">industry 4.0</style></keyword><keyword><style  face="normal" font="default" size="100%">vocational education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In response to rapid digitalisation, vocational education has increasingly integrated digital technologies such as artificial intelligence (AI) and information and communication technologies (ICT), changing how skills are taught and developed. Although research in this area has grown rapidly, the field still lacks a clear overview of its knowledge structure, major themes, and emerging directions. To address this gap, this study aims to map the knowledge structure, thematic patterns, and emerging directions of research on digital technologies in vocational education. It analyses 203 articles retrieved from the Web of Science (WoS) Core Collection for the period 2021–2025, following a PRISMA-guided screening procedure. Using VOSviewer and CiteSpace, the study conducted performance analysis, bibliographic coupling, keyword co-occurrence analysis, and burst detection to identify publication patterns, thematic clusters, and research frontiers. The findings reveal four major directions of inquiry: learner empowerment and sustainability, teacher digital competence, institutional innovation, and policy-oriented skill development in the context of Industry 4.0. Burst detection further suggests an emerging movement in research attention from technology-focused adoption toward more human-centred, pedagogical, and governance-related perspectives. Overall, the study contributes to the field by clarifying both the intellectual structure and the changing priorities of research on digital transformation in vocational education. It also advances current understanding by showing that digital transformation is increasingly framed not simply as technology adoption, but as a socio-technical process shaped by pedagogy, governance, inclusion, and ethical responsibility.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">525-541</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kristine Uzule</style></author><author><style face="normal" font="default" size="100%">Zanda Gobniece</style></author><author><style face="normal" font="default" size="100%">Jelena Titko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIGITAL TRANSFORMATION OF ECONOMIES THROUGH TECHNOLOGY, EDUCATION AND COMPETENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">education</style></keyword><keyword><style  face="normal" font="default" size="100%">macro-level development</style></keyword><keyword><style  face="normal" font="default" size="100%">micro-level development</style></keyword><keyword><style  face="normal" font="default" size="100%">workforce competences technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728584076.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Digital transformation has profoundly impacted social and economic life by enhancing workforce competences, fostering innovation, and creating competitive advantages. Given that the driving force of digital transformation is technology, this study aimed to determine whether education and workforce competences are perceived as essential factors in the digital transformation narrative across diverse fields of socioeconomic development at both macro and micro levels. To achieve this, 528 abstracts from various scientific fields focused on digital transformation were analyzed using both manifest and latent content analyses, the latter ensuring a more objective interpretation of the outcomes derived from manifest content analysis. Frequency, word linkage, and concordance analyses of key concepts were used. The results indicated that education and workforce competences are viewed as vital for the digitalization of various sectors of the economy at both macro- and micro-level development. The findings suggest that technology drives digital transformation by delivering different types of value, including innovation and sustainability, while relying on education and technology-related competences. The results also revealed concerns about barriers to technology implementation, which could be overcome through education and competences. The originality of this research lies in its application of both manifest and latent analyses to identify the roles of education and technology in driving economic digital transformation.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">758-774</style></section></record></records></xml>