Abstract
As the Fourth Industrial Revolution (Industry 4.0) fundamentally reshapes the global economic landscape, Vocational Education and Training (VET) institutions in developing economies face the critical challenge of aligning their curricula and infrastructure with rapidly evolving digital demands. This research assesses the digital preparedness of VET institutions across three developing regional clusters, focusing on the interplay between digital leadership, institutional infrastructure, and teacher competence. Utilizing a mixed-methods approach, the study surveyed 420 educators and administrators to evaluate readiness across five key dimensions: leadership vision, technological infrastructure, pedagogical adaptation, industry integration, and transversal skill development. Results indicate a significant discrepancy between institutional aspirations and operational realities. While digital leadership emerged as a primary driver of transformation, severe constraints in technological infrastructure and a lag in curriculum adaptation remain prevalent. Quantitative analysis reveals that institutional readiness is highly correlated with the 'dynamic mechanism' of industry-education integration and the digital intelligence of the teaching staff. The findings suggest that while developing economies are making strides toward 'metaversity' concepts, systemic barriers related to funding and economic inequality persist. The study concludes with a strategic framework for enhancing digital preparedness, emphasizing the need for adaptive educational environments and robust public-private partnerships to bridge the digital divide. These recommendations provide a roadmap for policy-makers to ensure that VET systems can produce a workforce capable of navigating the complexities of the Industry 4.0 era, thereby fostering sustainable economic growth and reducing global skill disparities.