Digital Transformation in Vocational High Schools: Looking to the Future with Education Stakeholders in Çankırı

This study examines the roles and readiness of key educational stakeholders—students, teachers, and administrators—within the digital transformation process of vocational and technical secondary schools in Çankırı, Turkey. As digitalization reshapes social structures, the success of educational transformation increasingly depends on digital literacy, pedagogical competence, and leadership.The research analyzes students' digital literacy and addiction levels alongside teachers' digital competencies and perceptions of digital leadership. Findings indicate that students possess high digital literacy and moderate digital addiction, with no significant differences across grade levels. Similarly, teachers demonstrate high digital competence, which remains consistent regardless of branch or professional experience; however, a significant variance was observed in the frequency of digital tool integration during lessons.Overall, the results confirm that the essential variables for digital transformation are firmly established in Çankırı’s vocational schools. With high levels of digital literacy among both teachers and administrators, the study concludes that all stakeholders are prepared to support and sustain the digital future of vocational education in the region.