In part because of the lack of data and support for student socio-emotional and psychological needs, Gharti (2023) reported

The gap

Evidence profile

Sourced from the inline gaps and recommendations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Learning online in schools after COVID: a systematic review of research aligned to the science of learning and development (2026) · Frontiers in Education · doi

  In part because of the lack of data and support for student socio-emotional and psychological needs, Gharti (2023) reported that teachers felt online teaching was less learner-friendly than face-to-face teaching. 1815279 be guided by our finding that no studies have examined the SoLD component of Integrated Support Systems, and that few studies addressed the depth of socio-emotional learning, relationships, and belonging. There has been no studies on restorative discipline, community circles, conflict resolution, or culturally affirming practices. This gap suggests that while existing research highlights individual skill domains, the interconnected and holistic nature of skill development remains underexplored in post-pandemic online learning contexts.

  generalinline gaps
  Keywords: support socio emotional online teaching face learning skill part lack student psychological needs gharti reported
• Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary (2026) · East African Journal of Education Studies · doi

  This study examined the relationship between teachers’ digital literacy skills and the teaching of mathematics in public lower primary schools in Kanduyi Sub-County, Kenya. The findings indicate that although most teachers demonstrated moderate digital competence, notable weaknesses in advanced applications such as existed tools, which are spreadsheets and database data-driven and interactive for essential mathematics instruction. Importantly, the study established a statistically significant moderate positive correlation (r = .567, p < .01) between teachers’ digital literacy and mathematics learning activities. This provides empirical evidence within the Kenyan lower primary context that stronger teacher digital competencies are learner participation, engagement, and mathematics performance. associated with improved to strengthen Given this evidence, targeted interventions are necessary teacher capacity.

  generalrecommendations
  Keywords: digital mathematics teachers literacy lower primary moderate evidence teacher examined relationship skills teaching public schools
• Using gamification to re-engage students in Mathematics after online learning disruptions in the South African education system (2026) · Journal of Education and Learning Technology · doi

  Instructors in online education must adopt diverse and engaging pedagogical strategies to foster student participation. Figure 2 below provides a summary of the key recommendations for improving online learning: 81 Jennifer L. Ruef and Reid Shepard, “Relational Equity: Adapting an Elementary Mathematics Teaching Methods Course to Online Contexts,” International Electronic Journal of Mathematics Education 17, no. 4 (July 12, 2022): em0699, https://doi.org/10.29333/iejme/12224. 82 Neliswa Gqoli and Israel Kariyana, “Online Teaching and Learning of Mathematics in Higher Education: Post-Covid 19 Lecturer Perspectives,” E-Journal of Humanities, Arts and Social Sciences 4, no. 12 (2023): 116–25. 83 Bekithemba Dube, “Rural Online Learning in the Context of COVID 19 in South Africa: Evoking an Inclusive Education Approach,” Multidisciplinary Journal of Educational Research 10, no. 2 (June 15, 2020): 135, https://doi.org/10.17583/remie.2020.5607. 84 Newlin Marongwe and Rufaro Garidzirai, “Together but Not Together: Challenges of Remote Learning for Students Amid the COVID-19 Pandemic in Rural South African Universities.,” Research in Social Sciences and Technology 6, no. 3 (2021): 213–26. 85 David Arsen et al., “Rural Communities Need Better State Education Policies,” Phi Delta Kappan 103, no. 4 (December 6, 2021): 8– 13, https://doi.org/10.1177/00317217211065820. 86 M Piekut and J Rybaltowicz, “The Role of Information and Communication Technologies in Rural Development/Rola Technologii Informacyjno-Komunikacyjnych w Rozwoju Obszarów Wiejskich,” Zagadnienia Ekonomiki Rolnej/Problems of Agricultural Economics 378, no. 1 (2024): 69–92. 87 Erik Kormos and Kendra Wisdom, “Rural Schools and the Digital Divide: Technology in the Learning Experience,” Theory & Practice in Rural Education 11, no. 1 (2021): 25–39. 88 Reham Omar et al., “Chatgpt versus Traditional Question Answering for Knowledge Graphs: Current Status and Future Directions towards Knowledge Graph Chatbots,” ArXiv Preprint ArXiv:2302.06466, 2023. 89 Carolina Kiong and Rozita Radhiah Said, “The Development of Ideas for Writing the Introduction of An Argumentative Essay by Using The ‘Idea-Reality-Action-Now’ (IRAN) Technique among Non-Native Speakers in Sarikei District, Sarawak,” International Journal of Academic Research in Progressive Education and Development 12, no. 2 (May 16, 2023), https://doi.org/10.6007/IJARPED/v12-i2/17253. 90 Omar et al., “Chatgpt versus Traditional Question Answering for Knowledge Graphs: Current Status and Future Directions towards Knowledge Graph Chatbots.” Journal of Education and Learning Technology (JELT) 248 Maqoqa, T. /

  generalrecommendations
  Keywords: education learning rural online journal https knowledge mathematics covid technology development teaching international social sciences

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