Best Teaching Practices for Enhancing Teacher Competence in Electrical and Electronic: A Recent Systematic Review

Abstract

This systematic literature review investigates optimal pedagogical practices for improving teacher proficiency in electrical and electronic education, addressing the growing demand for innovative teaching methods that correspond with technological progress and professional development. The rapid expansion of Industry 4.0 and digitalization in education necessitates that electrical and electronic teachers exhibit not only technical skills but also digital literacy, pedagogical adaptability and socio-emotional awareness. However, present research remains fragmented, with no coherent synthesis linking technology-enhanced learning, digital competence and professional development. Guided by the PRISMA protocol, this review systematically analyzed literature retrieved from two major academic databases Web of Science and Scopus using the keywords "best teaching practices," "teacher competence," "electrical and electronic education," and "teaching strategies." The review concentrated on journal articles released in 2025, yielding 27 primary studies that fulfilled the inclusion criteria. Thematic synthesis revealed three principal themes: (1) Technology-Enhanced Pedagogical Innovations and Learning Tools, emphasizing simulation-based, AI-driven, and interactive teaching environments; (2) Digital Literacy, Information Literacy, and Online Learning Environments, highlighting the role of digital competence and virtual learning ecosystems in improving instructional quality; and (3) Teacher Professional Development, Curriculum Reform, and Socio-Cultural Dimensions, focusing on reflective practice, gender responsiveness and cultural adaptability in technical education. The results show that there is a strong global push to combine digital and socio-constructivist methods to improve teacher competence, even though there are still some methodological and contextual issues. This review concludes that developing teacher competence in electrical and electronic education requires a holistic framework that bridges technology, pedagogy, and cultural context. The synthesized evidence contributes to advancing policy, curriculum innovation, and teacher education programs, offering a comprehensive foundation for future research and practice in Technical and Vocational Education and Training (TVET).