Limited infrastructure, gaps in teachers' digital

The gap

Evidence profile

Stated in the limitations and recommendations and cells research gap and cells limitations sections of the source papers, classified as general, spanning 7 journals.

Supporting evidence — 7 representative gaps

• Tech-Driven Pathways to Elevate Scientific Literacy: A Review (2026) · The Journal of Educators Online · doi

  Position technology as a valuable complement to practical learning experiences, rather than a complete substitute. The absence of hands-on laboratory experiences may restrict students’ development of conceptual understanding and practical skills. Lestari et al. (2023), Liu et al. (2022) JOURNAL OF EDUCATORS ONLINEbetter student understanding in appropriate contexts; conversely, the absence of standards can make technology integration challenging. Ngabekti et al. (2019) reported audio issues that impeded student comprehension, highlighting the need for technical standards as well. Second, effective supervision is required. Teachers must closely monitor students’ learning to maintain focus. Online information can lead to irrelevant content access, requiring supervision. Technology-related distractions, like online databases, disrupt learning (Ritchie et al., 2011). Continuous observation ensures that students focus on the learning process rather than solely on grades (Sullivan & Dilek, 1997). Teachers must balance guidance with student autonomy. Supervision also ensures that students adhere to the proper learning procedures. For example, Afriana et al. (2016) found that students prioritized completing technology-related assignments over learning, leading to a focus on deadlines rather than comprehension. Therefore, educators must effectively guide learning to meet its objectives. Third, technology accessibility is a significant concern. Specialized devices, technical support, and reliable internet access, all of which can be costly, often hinder technology implementation. Socioeconomic disparities exacerbate this issue, potentially leading to inequitable learning outcomes. High-specification smartphones are often required for specialized technologies like sensorintegrated applications or virtual labs (Ismail et al., 2016; Pramuda et al., 2019). Teachers must address these limitations through technological proficiency. Technical specialist support is crucial for resolving accessibility issues in the classroom (Suprapto et al., 2022). Furthermore, a stable internet connection is essential for effective technology use. Angraini et al. (2023) observed that slow internet speeds decreased learning effectiveness and disrupted online video conferences. Fourth, the utilization capacity of both teachers and students is a key factor. Limited understanding of technology can impede its effective use in the classroom. Teachers require thorough preparation, including awareness of students’ socioeconomic challenges (Natale et al., 2021). Proficiency in technology use, instructional design, and concept comprehension is crucial. Lack of tutorials and reliance on unaltered external videos can negatively impact learning. Ridlo et al.

  generalstated in limitationsevidence 5/5
  Keywords: technology learning students teachers online must rather understanding student comprehension technical effective focus internet practical
• Integrating e-textbooks in South African classrooms: A systematic literature review of implementation barriers and educational potential (2026) · Journal of Education and Learning Technology · doi

  Effective integration of e-textbooks requires a coordinated strategy that addresses both pedagogical and infrastructural realities. First, educational institutions should prioritise comprehensive and ongoing teacher training that extends beyond technical orientation to include strategies for embedding etextbooks meaningfully in instructional practice. Such training should support teachers in developing digital reading pedagogies, designing multimodal learning experiences, and modelling the effective use of e-textbook features. Access to support structures—such as computer labs, instructional technologists, and digital mentors—can enhance this process. Second, institutions must ensure that the physical and digital infrastructure is sufficient to support equitable access. This includes increasing the number of power outlets in classrooms, investing in portable charging solutions, and expanding access to devices through school-owned hardware or financial support initiatives. Ensuring that students have consistent access to a comprehensive digital library of e-textbooks is essential for meaningful participation and engagement.27 Third, educational institutions should establish clear guidelines and best practices for e-textbook use. These may include protocols for hardware and software selection, processes for content updates, and consultation mechanisms that involve teachers in decision-making. 28 Involving teachers early fosters ownership and reduces resistance to change, thereby promoting more sustainable adoption. Finally, interactive technologies and collaborative digital tasks should be integrated into etextbook use to enhance learner engagement. Teachers, school leaders, and parents must work together 25 Mohd. Elmagzoub Eltahir, Sami Al-Qatawneh, and Najeh Alsalhi, “E-Textbooks and Their Application Levels, from the Perspective of Faculty Members at Ajman University, U.A.E.,” International Journal of Emerging Technologies in Learning (IJET) 14, no. 13 (July 15, 2019): 88, https://doi.org/10.3991/ijet.v14i13.9489. 26 Eltahir, Al-Qatawneh, and Alsalhi, “E-Textbooks and Their Application Levels, from the Perspective of Faculty Members at Ajman University, U.A.E.” 27 Vorotnykova, “Organizational, Psychological and Pedagogical Conditions for the Use of E-Books and e-Textbooks at School.” 28 Kim Roberts, Angela Benson, and Jamie Mills, “E-Textbook Technology: Are Instructors Using It and What Is the Impact on Student Learning?,” Journal of Research in Innovative Teaching & Learning 14, no. 3 (November 26, 2021): 329–44, https://doi.org/10.1108/JRIT-04-2021-0028.

  generalstated in recommendationsevidence 5/5
  Keywords: textbooks digital learning support teachers textbook access institutions school journal effective pedagogical educational comprehensive training
• TEACHING AND LEARNING THROUGH TECHNOLOGY INTEGRATION: EFFECTS ON STUDENT ENGAGEMENT, ACADEMIC PERFORMANCE, ACCESSIBILITY AND EDUCATIONAL OUTCOMES IN CROSS RIVER STATE, NIGERIA (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings that classroom technology integration significantly predicted student engagement, academic performance, accessibility to learning resources, and educational outcomes, the following recommendations are made: 1. Policy Level - Cross River State Secondary Education Board (CR-SEB): The finding that technology use explained 46% of variance in accessibility to learning resources indicates that digital tools most directly address textbook and material shortages in public schools. CR-SEB should therefore prioritize ICT infrastructure investment, focusing on solar-powered projectors, offline digital libraries, and internet access for schools outside Calabar metropolis. Policy should RESEARCH PAPER PUBLISHED ResearchEarn ID DOI PUBLISHER 28th June, 2026 RE-EDUCAT-2026-000007 10.5281/zenodo.20980040 RESEARCHEARN mandate a minimum technology-student ratio per school to reduce the urban-rural digital divide. 2. School Administration Level: Given that technology use significantly predicted student engagement β =.62 and educational outcomes β =.59, principals should institutionalize technology-integrated lesson planning. This includes timetabling specific periods for computer laboratory use, encouraging teachers to incorporate educational videos and interactive quizzes, and creating school-based digital content repositories. School budgets should allocate funds for routine maintenance of existing devices to ensure sustainability. 3. Teacher Training Level: Since technology alone explained only 26-46% of variance, pedagogy remains critical. The Ministry of Education should organize TPACK-based professional development workshops for teachers in Cross River State. Training should move beyond basic computer literacy to focus on selecting appropriate digital tools for specific subjects and designing lessons that foster critical thinking and collaboration. This aligns with the study’s theoretical framework and addresses the 54-74% unexplained variance. 4. Curriculum Development Level: The significant effect on 21st-century skills suggests that curriculum planners should embed digital literacy and technology-mediated tasks into the SS2 syllabus across subjects. Assessment should include project-based evaluations that require students to use digital tools for research, presentation, and problem-solving, reflecting the competencies measured in this study. 5. Future Research: This study was correlational and limited to SS2 students in public schools. Further research should adopt experimental designs to establish causality between specific technologies and learning outcomes. Qualitative studies are also needed to explore how teachers RESEARCH PAPER PUBLISHED ResearchEarn ID DOI PUBLISHER 28th June, 2026 RE-EDUCAT-2026-000007 10.5281/zenodo.20980040 RESEARCHEARN with high TPACK use technology, to explain the 54-74% variance not accounted for by technology use alone. Studies should extend to private schools and other educational zones for comparative analysis.

  generalstated in recommendationsevidence 5/5
  Keywords: technology digital based educational level variance schools researchearn school student learning outcomes tools specific teachers
• Teachers Preparedness and Motivation on Hamon: Bawat Bata Bumabasa (3Bs Initiative) at Jolo II District (2026) · The International Review of Multidisciplinary Research · doi

  Based on the findings of this study, the following recommendations are hereby made. A. Based on the Problems: 1. Correlational Attendance Interventions: Since absenteeism was identified as the primary hurdle, the school should implement "Parent-Teacher Engagement Contracts." This moves beyond simple tracking by establishing a documented relationship between consistent attendance and the "Student Growth" that your data shows is the teachers' primary motivator. 2. Specialized CRLA "Deep-Dive" Retraining: Despite high preparedness, teachers cited insufficient training on diagnostic tools as a major challenge. Move beyond one-size-fits-all webinars to "hands-on clinics" where teachers practice scoring and interpreting results in real-time with peer-coaching. Institutionalized "Reading Blocks": To address time constraints, the school must protect reading time. Carve out a non-negotiable 30-minute "Power Reading" block in the daily schedule where no other school activities, meetings, or interruptions are permitted. 3. 4. Resource Mobilization Partnerships: To solve the shortage of materials, the school should launch a "Community Reading Drive" or partner with NGOs to curate age-appropriate, leveled reading materials that align specifically with the mother tongue and English proficiency levels identified in the CRLA. 5. Differentiated Instructional Coaching: While managing different reading levels was rated lower as a challenge, it remains a difficulty. Implement a "Leveled Learning" model where students are grouped across classes for 45 minutes based on their CRLA profile rather than their grade level. 6. Administrative "Open-Door" Feedback Loops: Since lack of administrative support is a top-three challenge, the administration should hold monthly "Reading Progress Circles" where teachers can share data-driven needs directly with school heads, ensuring support is responsive rather than top-down. B. Research Policy 1. The "Preparation-Motivation" Linkage Policy: The school board should mandate that no new reading initiative be launched without a "Readiness Audit." This policy ensures that teachers are mentally and logistically prepared (training/materials) before implementation to prevent "initiative fatigue" and maintain high motivation. 2. Teacher Recognition and Incentive Policy: Since recognition and student growth are the highest motivators, the school should formalize an "Impact Award" program. This policy would grant professional development credits or service awards to teachers who demonstrate the highest growth in their students’ CRLA profiles. © 2026 The International Review of Multidisciplinary Research.

  generalstated in recommendationsevidence 5/5
  Keywords: reading teachers school policy crla based challenge motivation initiative readiness student growth high training time
• Validation and Practicality of ESD-Based Ecology and Biodeversity Materials in Enchacing Students’ Digital and Evironmental Literacy (2026) · Integrated Science Education Journal · doi

  Schools still rely heavily on conventional learning methods, which limit students' active exploration of information and reduce opportunities to develop responsible technology use. - Yulistiawati's research indicates that schools have not optimally integrated digital technology into science education, resulting in low levels of students' digital literacy skills.

  generalstated in cells research gapevidence 5/5
  Keywords: schools still rely heavily conventional learning methods limit
• Needs Analysis for Implementing Distance Education and Digital Transformation in Islamic Boarding School Learning in Garut Regency (2026) · Jurnal Locus Penelitian dan Pengabdian · doi

  Limited infrastructure, gaps in teachers' digital competencies, student readiness, and the absence of comprehensive institutional policies are inhibiting factors. - Cultural resistance to changes in learning systems is an important aspect. - Limited internet access, especially in rural areas, is a major obstacle disrupting the smooth running of online learning.

  generalstated in cells limitationsevidence 5/5
  Keywords: limited infrastructure gaps teachers digital competencies student readiness
• School Learning Resources and Learning Outcome in Social Studies in Calabar Metropolis, Cross River State, Nigeria: Implications for Sustainable Development Education (2026) · INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH · doi

  The following recommendations were made from the findings: 1. That all relevant stakeholders should support government and ensure adequate provision of modern internet facilities in our schools to improve teaching and learning. 2. That adequate provision of modern library facilities should be made for in our schools to boost teaching and learning as well as elicit high learning outcomes. IIARD – International Institute of Academic Research and Development Page 216 International Journal of Social Sciences and Management Research E-ISSN 2545-5303 P-ISSN 2695-2203 Vol 11. No. 2 2025 www.iiardjournals.org

  generalstated in recommendationsevidence 3/5
  Keywords: learning made adequate provision modern facilities schools teaching international issn following recommendations relevant stakeholders support

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