<?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%">İsmail Karakuş</style></author><author><style face="normal" font="default" size="100%">Figen Kılıç</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">‘DIGITAL’ OVERVIEW AT THE PROFILES OF PRE-SERVICE TEACHERS: DIGITAL AWARENESS, COMPETENCE AND FLUENCY </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 awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">digital competence</style></keyword><keyword><style  face="normal" font="default" size="100%">digital education</style></keyword><keyword><style  face="normal" font="default" size="100%">digital fluency</style></keyword><keyword><style  face="normal" font="default" size="100%">the relational survey model</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1651338350.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</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%">The adaptation of the teachers to the digital age, the integration of their digital skills into the learning and teaching processes, their digital awareness, competencies and fluency constitute an important problem which is within the scope of lifelong learning.The aim of the present study is to examine the digital profiles of pre-service teachers within the framework of universal education principles and online learning theories during the pandemic period. To serve for this purpose, 'digital' profiles of pre-service teachers, who prepare individuals for the digital society, are going to be investigated. Furthermore, their digital awareness, competence and fluency levels are going to be highlighted, and the concepts are going to be discussed in the light of current developments that are under the effects of the pandemic. Thus, the level of relationship between the concepts are going to be underlined to offer solutions to current digital problems. As for the procedure, the study used relational screening model on 539 pre-service teachers. According to the results, digital awareness, competence and fluency levels of pre-service teachers were high. There is a positive, moderate and significant relationship between digital awareness and digital fluency; similarly, there is a positive, high level and significant relationship between digital fluency and digital competence. At this point, digital awareness and competence explained 62% of the variation in digital fluency. Via the present study, it is possible to note down that the concepts of digital awareness, digital competence and digital fluency might be explained thoroughly. Hence, the present study is expected to contribute to the literature and all stakeholders related to education.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">324-338</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%">Carlos Arturo Torres-Gastelú</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LATE ADOPTION OF PREVENTIVE MEASURES OF ONLINE PRIVACY IN MEXICAN AND COLOMBIAN UNIVERSITY STUDENTS</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%">comparative studies</style></keyword><keyword><style  face="normal" font="default" size="100%">digital citizenship</style></keyword><keyword><style  face="normal" font="default" size="100%">digital competence</style></keyword><keyword><style  face="normal" font="default" size="100%">online privacy</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612690279.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</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%">One of the educational challenges faced by Latin American universities is the development of digital citizenship competence in their students on issues of digital identity, security and privacy online. The aim of the study was to identify the perception of Mexican and Colombian university students towards the preventive measures of online privacy. For that purpose, a mixed-cut study was carried out. For the quantitative part, a survey made up of 20 items was applied to 1,245 university students. Meanwhile, for the qualitative part, 42 university students were asked to answer open questions. The quantitative analysis was carried out using descriptive and inferential statistics for data by country and gender. In order to test the hypotheses about the existence of significant differences, the Kruskal-Wallis test was chosen. While for the qualitative part, the university student responses were transcribed, the information was organized, and the main contributions of the students were presented. The results indicate that Mexican and Colombian university students have a favorable attitude towards preventive measures of online privacy. No significant differences were detected in the items on preventive measures of online privacy with respect to the variables Country, and Gender. The stories of the university student show a late development in the attitudes and skills regarding preventive measures of online privacy that begins with entering university, and that is consolidated over time. In addition, inconsistencies were detected between the favorable attitude expressed by students towards a broad use of online care with respect to the informants' narratives.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">162-184</style></section></record></records></xml>