<![CDATA[Digital and AI competencies are becoming central to secondary vocational teachers as industry moves from Industry 4.0 to 5.0, yet evidence on these competencies is scattered across frameworks, instruments, and settings. This study aimed to synthesise empirical evidence on the frameworks used, the measurement and attainment of competence, its determinants, and professional development for secondary vocational teachers. A systematic literature review was chosen because it allows a transparent and reproducible synthesis of fragmented primary studies. Following PRISMA 2020, one Scopus search covering 2019 to 2026 returned 61 records, and 11 studies were included after screening and full-text assessment. Quality was appraised with the Mixed Methods Appraisal Tool, and findings were synthesised following the Synthesis Without Meta-analysis guideline and thematic synthesis. Screening, extraction, and coding were performed by an AI model under the lead author's direction, and two authors verified the full-text decisions and a sample of exclusions. The studies used varied frameworks, most often technological pedagogical and content knowledge (TPACK) and usually in part, and only one addressed generative AI. Competence was measured by self-report with author-defined categories, so levels could not be compared. Digital competence positively predicted school digital transformation or adoption in three studies, but its effect was small relative to leadership and organisational culture. No study evaluated a professional development intervention, and methodological quality was low. Research needs a vocationally anchored framework that joins pedagogical competence, occupational digital practice, and AI literacy and that is measured with performance evidence. Professional development should be evaluated with specified content and comparative designs.]]>
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