Technical and Vocational Education and Training (TVET) refers to education and training through formal, non-formal, and informal learning that provides knowledge and skills for employment (UNESCO, 2015). TVET focuses on practical sciences and technologies across various economic sectors, preparing individuals for roles as technicians, tradesmen, or artisans. However, the effectiveness of TVET is scrutinized due to challenges impacting learner performance. This study explores challenges in resource allocation, societal perception, and digital literacy integration in Thika sub-county’s TVET institutions, Kiambu County, Kenya. Limited funding affects facilities and instructor availability, posing a major challenge. The objective is to demonstrate how resource constraints impact learners, particularly in practical skill development. Societal attitudes toward Technical and Vocational Education and Training (TVET) as a secondary choice contribute to a lasting stigma, potentially affecting learners' motivation, engagement, and career decisions. Negative views present a challenge to the effectiveness of TVET education. Simultaneously, in modern TVET programs, the integration of digital literacy is vital given the increasing importance of technological proficiency. However, challenges emerge in effectively incorporating digital elements into the curriculum. This study explores the interplay between societal perceptions, stigma, and the integration of digital literacy, aiming to understand their collective impact on learner performance and how they shape the landscape of contemporary TVET education. I targeted four TVET institutions in the Thika sub-county whereby 285 learners,15 qualified instructors(teachers), and four TVET principals helped in data collection. Questionnaires and Interviews were used in data collection and also descriptive data was used to analyze the data