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Key research themes
1. How effectively are ICT competencies integrated and aligned in pre-service and in-service teacher education curricula to prepare educators for digital teaching environments?
This theme investigates the extent to which ICT is incorporated into initial and continuous teacher education programs, focusing on curricular content alignment with recognized digital competence frameworks, the validity of training curricula, and institutional readiness to effectively prepare teachers for ICT-enhanced pedagogical practices. It matters because insufficient or misaligned ICT training limits teachers' capacity to utilize digital tools meaningfully, impeding the transformation of educational practices and students' learning outcomes in increasingly digitized classrooms.
Key finding: The study revealed a partial match between ICT teacher training content and actual school policy needs in Flanders, highlighting that ICT school policies were underdeveloped and that innovative ICT applications were not... Read more
Key finding: Through content analysis of 819 course syllabi in Portuguese initial teacher education, the study identified a limited presence of ICT in curricula, signaling ineffective preparation of future teachers to meet the digital... Read more
Key finding: The study demonstrated that teachers who participated in ICT training programs in Sri Lanka’s Western Province showed improved ICT knowledge, confidence, and readiness to cope with technological advances in education.... Read more
Key finding: Although not exclusively on teacher education, this evaluation of an improvement program in South Africa implicitly relates to ICT pedagogy by analyzing targeted academic support interventions for underperforming schools. It... Read more
2. What are the impacts of ICT-related teacher training on teachers’ sense of efficacy, attitudes, and subsequent classroom ICT adoption?
This theme centers on how ICT-focused professional development affects teachers’ confidence, attitudes, motivation, and actual use of ICT in their instructional practices. It explores psychological constructs such as self-efficacy and behavioral intentions as mediators of ICT integration, and examines how social, institutional, and individual factors influence the translation of ICT knowledge into pedagogical innovation. Understanding these dynamics is critical for designing professional development programs that effectively foster sustainable ICT adoption.
Key finding: Quantitative analysis of Moroccan secondary teachers revealed that only 26.1% felt effectively competent in ICT use, with competence perceptions significantly influenced by continuous training, readiness to learn, demographic... Read more
Key finding: In-service ICT training in Portugal positively influenced teachers’ digital competences and self-efficacy but did not consistently translate into classroom ICT integration. The study highlighted that personal beliefs and... Read more
Key finding: Using the Theory of Planned Behavior among private junior high school teachers in Davao City, Philippines, the study found that social expectations and behavioral control (self-efficacy) significantly predicted teachers’ ICT... Read more
Key finding: A qualitative study at Jimma University, Ethiopia, identified enthusiasm among students and educators about ICT’s potential for quality learning but also systemic barriers including resource shortages, ineffective... Read more
Key finding: This conceptual appraisal highlighted how ICT incorporation into teacher education enhances teachers’ subject knowledge, pedagogy, and skill development, easing teaching burdens and enriching learning processes. It... Read more
3. How can technology-enhanced pedagogical strategies and online platforms facilitate teacher professional development and impact teaching practices?
This theme focuses on the role of technology-mediated modalities—such as MOOCs, e-learning platforms, and technology-assisted instructional strategies—in supporting teachers’ ongoing professional development and enabling pedagogical innovation. It examines access, course design, learner engagement, and content relevance to understand how online learning can bridge skill gaps and foster educators’ competences for integrating ICT effectively in classroom contexts.
Key finding: Analysis of 57 SWAYAM MOOCs revealed higher enrollment in technical skills courses compared to pedagogical knowledge development, with preference shown for shorter courses. The study found a lack of innovative teaching... Read more
Key finding: Qualitative interviews with ESP teachers at an Iranian medical university indicated challenges in effectively internalizing and applying the TPACK framework for meaningful technology integration. Age was a significant factor... Read more
Key finding: The literature review affirms that E-learning enhances students' engagement and academic performance through interactive multimedia, collaborative tools, and flexible access to learning materials. However, the study also... Read more
Key finding: The research developed and validated a scale to measure language teachers’ design thinking competencies specifically for artificial intelligence-assisted language teaching, affirming a five-component framework (empathy,... Read more
Key finding: Experimental findings with Nigerian secondary students showed that the POEE teaching strategy significantly outperformed the DOE method in fostering greater student interest and higher academic achievement in chemistry... Read more