The Overtone of Digitalization: Integrating Digital Tools in the Teaching and Learning Process within the Technical and Vocational Education and Training (TVET) Sector in Mauritius

Abstract

The Technical and Vocational Education and Training (TVET) sector in Mauritius is undergoing a transformative shift driven by the integration of digital tools into teaching and learning. Using a qualitative conceptual synthesis approach, the study draws on global and local evidence to examine how digital tools reshape teaching and learning in Mauritian TVET. This study employs the metaphor of “overtone” to conceptualize how digitalization enriches and amplifies pedagogical practice, institutional culture, and societal outcomes within TVET. Drawing on global literature, African regional perspectives, Mauritian policy documents, and local institutional case studies (Polytechnics Mauritius and MITD), this article synthesizes evidence to identify both opportunities and challenges in digital transformation. The findings indicate that digital tools enhance learner engagement, flexibility, inclusivity, and alignment with industry requirements, while persistent barriers exist in infrastructure, teacher digital competence, and sustainability. The study contributes to academic discourse by offering a framework for inclusive, resilient, and industry-responsive digital TVET in Mauritius, with implications for policy, practice, and future research (Adams & Brown, 2021; Choy & Dell, 2020; Euler, 2013).