Digital Innovations: Individualization of Professional Education Through Phrónêsis in the TVET Landscape

South African TVET educators lack knowledge of digital technologies and a work ethic required in a world increasingly saturated with digital technology. Technology is changing the way education works, as well as the value of knowledge and skills. Non-formal learning, third-space literacies, and alternative certification processes are becoming increasingly popular as methods of preparing young people for the labor market around the world. As digital technologies demand more new skills, technical, and vocational skills development systems face new opportunities and professional challenges. TVET must pay more attention as the traditional labor market changes to include real-time data and data analytics. TVET should foster quality, productivity, creativity, and efficiency by developing knowledge and skills for work. However, a lack of quality training, a failure to implement innovation strategies, a failure to conduct practical experiments, and an insufficient professional use of digital technologies for the development of entrepreneurial skills are all significant challenges in the South African TVET context system. This study presents a literature review, revitalizing the concept of phrónêsis, as a form of knowledge, to develop new approaches for TVET educators to be equipped with skills that are in line with the demands of the twenty-first century. The report concludes by urging all TVET professionals to cultivate and sustain phrónêsis in the future.