For scaling up pedagogical innovation with information

The gap

Evidence profile

Stated in the recommendations and abstract and discussion sections of the source papers, classified as general, drawn from work published between 2020 and 2026, spanning 4 journals. Those papers have been cited 87 times in total.

Supporting evidence — 4 representative gaps

• Teachers’ Ict Utilization: Basis For a Capability Building Plan (2026) · GEO ACADEMIC JOURNAL · doi

  Schools should improve how they provide ICT services by hiring more staff, organizing technical support, and upgrading their infrastructure. Teacher feedback should be used to regularly evaluate programs, and teachers should have access to clear materials, training, and mentoring to help them feel confident and improve their skills. School leaders offer workshops, keep an eye on teachers, and provide ongoing support to encourage teachers to use ICT tools regularly and take part in professional development. Policymakers should make ICT integration stronger by giving money for infrastructure, expanding training, and making programs like SAFER permanent. Students should make the most of digital resources, and communities should push for better ICT programs. Ongoing and forthcoming research ought to evaluate the effects of ICT within more extensive contexts. In general, these suggestions fit with the Department of Education's plan for digital transformation and SDG 4 (Quality Education). They encourage learning spaces that are open to everyone and use technology.

  generalstated in recommendationsevidence 5/5
  Keywords: programs teachers improve provide support infrastructure regularly evaluate training ongoing encourage make digital education schools
• Conceptual model to predict Filipino teachers’ adoption of ICT-based instruction in class: using the UTAUT model (2020) · Asia Pacific Journal of Education · cited 87× · doi

  For scaling up pedagogical innovation with information and communications technology (ICT), governments around the world put a concerted effort into teachers’ acceptance of ICTs and the actual use of ICTs for instruction, yet there is limited literature about the conceptual framework of teachers accepting the ICTs and their usage for instruction typically in the Asia-Pacific region.

  generalstated in abstractevidence 5/5
  Keywords: icts teachers instruction scaling pedagogical innovation information communications technology governments around world concerted effort acceptance
• PEDAGOGICAL FRAMEWORK FOR DEVELOPING CYBERSECURITY AWARENESS AMONG STUDENTS: A COMPETENCY-BASED AND DATA-DRIVEN APPROACH (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The relatively moderate impact of digital literacy, compared to the stronger influence of critical thinking and cybersecurity knowledge, indicates that the ability to operate digital tools is insufficient without the capacity to interpret, evaluate, and respond to risks. Furthermore, the relatively lower influence of ethical awareness suggests that ethical principles alone are insufficient unless they are reinforced through real-life practice and contextual learning.

  generalstated in discussionevidence 5/5
  Keywords: relatively digital influence insufficient ethical moderate impact literacy compared stronger critical thinking cybersecurity knowledge indicates
• IMPLICACIONES ÉTICAS EN LA ENSEÑANZA DE LAS TIC (2026) · DIALÉCTICA · doi

  teaching processes. Methodologically, it is framed within a qualitative, hermeneutic study, so the analysis was based on secondary sources found in scientific databases and institutional documents, limiting the corpus to studies that allowed for such reflective bases. Among the main findings was that teachers' digital skills must necessarily include the component of responsible digital teaching and other aspects related to the ethics of teaching ICT in the classroom. It was concluded that there is a growing complexity accompanying the ethical integration of technologies in the educational field; ICTs, with their robust and multiple benefits, lead to situations with ethical implications and aggravating factors of illegality when teachers do not practice them with due ethical care in their pedagogical processes. Furthermore, it is not only a question of teaching with ICT, but of doing so from an ethical perspective that guarantees safe, inclusive, and equitable environments for all educational actors, which is why it is necessary to delve deeper into this issue. Keywords: Teaching, digital culture, teacher training, ethical implications, information and communication technologies. https://doi.org/10.56219/dialctica.v1i30.6019 153 Número 30 Vol. 1 (2026), pp. 152 - 183 / Edición Contínua INTRODUCCIÓN Tomando en cuenta que, las tecnologías de la información y la comunicación (TIC), incluyen herramientas, dispositivos y redes que facilitan la creación, el almacenamiento y el intercambio de datos digitales y que además, a través del acceso en línea se pueden explorar entre otros recursos los repositorios, materiales educativos y elaborar evaluaciones instantáneas con lo que la educación ha redefinido la interacción pedagógica y ampliado los entornos de aprendizaje y evaluaciones instantáneas (Cabero, 2022). Lo anterior, supone que los docentes asuman un nuevo rol, de cara al diseño de sus métodos instruccionales, donde las TIC se conviertan en un aliado que favorezca significativamente el proceso de aprendizaje en los estudiantes y por ende se mejore el rendimiento académico de los mismos, pues, entre otras cosas, los estudiantes reciben sus clases en ambientes tecnológicos, a menos y de mayor interés para ellos. Es allí donde la sagacidad del docente se pone a prueba, para ser capaz de integrar las tecnologías en sus procesos pedagógicos, sin que esto represente un obstáculo para él y una desatención de los fines de aprendizaje en el estudiante. Bajo este contexto, el uso de la tecnología en la vida diaria ha transformado radicalmente los modos de comunicación, trabajo, aprendizaje y construcción del saber colectivo de las personas. Las TIC no son solamente herramientas tecnológicas, sino que constituyen un fenómeno social y cultural que afecta la forma en la que las https://doi.org/10.56219/dialctica.v1i30.6019 154 Autores:

  generalstated in recommendationsevidence 5/5
  Keywords: teaching ethical aprendizaje digital tecnolog para processes teachers technologies educational implications https dialctica comunicaci herramientas

Questions about this gap