Mapping the Literature on Supervising Technical Competence in Technology and Livelihood Education: A Bibliometric Perspective

This bibliometric study examines the limited research on supervising technical competence among TLE/TVL teachers, aiming to inform leadership practices aligned with SDG 4. Analyzing 127 Scopus publications (2020–2024) using VOSviewer, the study identifies dominant clusters on technology integration, culturally responsive pedagogy, and qualitative methodology, but finds supervision—mentoring, feedback, and competency assessment—largely absent. Findings highlight the need for competency-based supervision, sustained professional development, and institutional accountability. Limitations include reliance on Scopus and a narrow timeframe, suggesting future research expand data sources, methods, and longitudinal studies to strengthen vocational education.