This research investigates the impact of lecturers' digital literacy skills on higher education institutions. It explores how technology integration influences teaching, learning, and research while proposing strategies to enhance educational outcomes. The central issue is how lecturers' digital literacy skills directly affect higher education…

The potential of AI in K-12 education is vast, promising personalized learning experiences, enhanced engagement, and innovative instructional tools. However, its introduction into classrooms brings forth concerns ranging from ethics to teacher preparedness. Drawing on Christensen's concept of disruptive innovation, this study aims to assess and…

Although teachers agree that technology is beneficial for enhancing math education and pedagogy, there are concerns about incorporating technology into their teaching practices. The problem addressed in this study was that high school teachers are challenged to integrate technology into math instruction. The purpose of this basic qualitative study…

Pedagogy and education in the English language have experienced a transformative impact with the integration of Information and Communication Technology (ICT). This dynamic combination has enhanced instructional strategies, fostered interactive learning environments, and equipped learners with essential digital literacy skills (DLS). Integrating…

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the…

Artificial Intelligence (AI) is increasingly embedded in daily life, transforming how we process information, analyse data, and communicate. As AI enables new forms of interaction, educators need to assess its implications for teaching and learning. This study examines how AI tools, specifically ChatGPT, were integrated into preservice teacher…

Sudden teachers' transition to an online context has remarkably influenced their professional identity construction. However, little is known about the tensions English Language Teachers (ELTs) experience during this shift. The present study examined ELTs' identity tensions in online courses, the relevant coping strategies, teachers' TPACK level…

The TPACK model is an essential framework for appropriately integrating technology in the classroom. The present study aimed to categorize and establish the main research findings around TPACK between 2017 and 2022, specifically in practicing teachers at the secondary education level. A systematic literature review guided by the PRISMA statement…

In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers' lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in…

Research strongly supports the use of narrative videogames in the literacy/English classroom. However, for many teachers, incorporating videogames into their teaching practice is highly challenging. This article offers new insights into the potential of videogames as a pedagogical tool for literacy/English by exploring the barriers that teachers…

This study investigates the beliefs and practices of secondary school mathematics teachers in Malta regarding the potential of generative artificial intelligence (GenAI), particularly through tools like ChatGPT, in teaching, using the TPACK framework. Through a case study methodology involving pre- and post-professional development (PD) session…

The research literature on mobile technology integration discussed the disconnect between staff training, self-efficacy, and technology use in the classroom. This quantitative study examined elementary classroom teachers' technological, pedagogical, and content knowledge (TPACK) and self-efficacy beliefs related to mobile technology integration.…

This study shed light on the obstacles to the effective integration of technologies for teaching and learning (TTL) from the opinions of 192 respondents who are in Tanzanian universities. Descriptive statistics, ANOVA, and Linear regression analysis were performed to reveal out the relationship between technological-pedagogical challenges and use…

To date, research on the importance of effective and appropriate technology integration to improve teaching and learning in the 21st century classroom, and the preparation of future educators for effective technology integration through their teacher preparation programs, has been focused primarily on those pursuing careers teaching the general…

This case study aims to identify which characteristics that define the concept of Community of Practice (CoP) can be recognised at the primary school teacher education practicum and how stakeholders perceive digital pedagogy in the context of practices for co-development. The case study took place in a primary school teacher education practicum at…