Ministries of Education and policymakers should develop

The gap

Evidence profile

Stated in the future work and recommendations sections of the source papers, classified as general, spanning 5 journals.

Supporting evidence — 5 representative gaps

• An Intelligent AI-Driven Cognitive Computing Framework for Adaptive Smart Learning Environments with Personalized Learning Analytics (2026) · International Journal of Creative and Open Research in Engineering and Management · doi

  Although the proposed AI-enabled cognitive computing framework improves personalized learning in smart education systems, several enhancements can be explored in future research. First, the framework can be extended by integrating advanced deep learning models to improve the accuracy of student performance prediction and learning behavior analysis. These models can help identify complex learning patterns and provide more precise adaptive learning recommendations. Second, the system can be integrated with Internet of Things (IoT)–based smart classroom technologies to collect real-time learning data such as student participation, attention levels, and classroom interactions. This integration can further enhance the effectiveness of adaptive learning environments. Third, future work can focus on incorporating real-time learning analytics dashboards for educators, enabling teachers to monitor student progress, identify struggling learners early, and provide timely interventions. Additionally, the framework can be expanded to support multilingual and cross-platform learning environments, making the system accessible to a broader range of learners across different educational institutions. Finally, future research may explore the integration of explainable AI techniques to improve transparency and trust in AI-based educational decision-making systems, thereby supporting more effective and ethical smart learning environments. © 2026 The Author(s). Published by IJCOPE Journal.

  generalstated in future workevidence 5/5
  Keywords: learning framework smart future student environments systems models improve identify provide adaptive system based classroom
• Digital Pathways to Sustainable Education: A Qualitative Analysis of ICT Integration in Teaching and Learning (2026) · Amitrakshar International Journal of Interdisciplinary and Transdisciplinary Research · doi

  Based on the findings and analysis, the following recommendations are proposed for the effective integration of Information and Communication Technology (ICT) in Education for Sustainable Development (ESD): ➢ Strengthening Digital Infrastructure: Governments and educational institutions should invest in developing robust digital infrastructure, including reliable internet connectivity, access to digital devices, and technological support systems. This is particularly important for rural and underprivileged areas to bridge the digital divide. ➢ Promoting Teacher Training and Capacity Building: Continuous professional development programs should be organized to enhance teachers’ digital competencies and pedagogical skills. Training should focus on the effective use of ICT tools in teaching sustainability concepts and fostering learner engagement. ➢ Integrating ICT into Curriculum Design : ICT should be systematically incorporated into curriculum frameworks to support sustainability education. Curriculum planners should ensure that digital tools are aligned with learning objectives related to environmental, social, and economic sustainability. ➢ Ensuring Equitable Access to Technology: Efforts should be made to ensure inclusive access to ICT resources for all learners, regardless of socio-economic background. Policies should aim to reduce inequalities by providing affordable or free access to digital tools and learning platforms. ➢ Encouraging the Use of Open Educational Resources (OER) :The use of open and freely accessible educational resources should be promoted to enhance learning opportunities. OER can support flexible, cost-effective, and inclusive education for sustainable development. ➢ Enhancing Collaboration and Partnerships: Educational institutions should collaborate with government agencies, non-governmental organizations, and international bodies such as UNESCO to promote the effective use of ICT in ESD. Such partnerships can facilitate knowledge sharing and resource development. ➢ Fostering Research and Innovation: Further research should be encouraged to explore innovative ways of integrating ICT in sustainability education. Emphasis should be placed on context-specific solutions, particularly in developing countries. ➢ Addressing Cybersecurity and Ethical Concerns: Appropriate measures should be taken to ensure data privacy, cybersecurity, and ethical use of digital technologies in education. Awareness programs should be conducted to promote responsible digital behavior among learners. ➢ Monitoring and Evaluation Mechanisms: Regular monitoring and evaluation systems should be established to assess the effectiveness of ICT integration in ESD. Feedback mechanisms can help in improving policies and practices over time.

  generalstated in recommendationsevidence 5/5
  Keywords: digital education effective development educational access sustainability support tools curriculum ensure learning resources integration technology
• Artificial Intelligence and Teacher Wellbeing in Nigeria: A Thematic Analysis through the Lens of the Job Demands–Resources Model (2026) · International Journal of Positivity &amp Well-Being · doi

  1. Ministries of Education and policymakers should develop comprehensive AI integration policies that explicitly include teacher well-being provisions. Ethical standards, data privacy, and workload management guidelines should be embedded in all AI-driven educational initiatives. 2. Regular digital-skills training, mentorship, and collaborative learning platforms should be provided to help teachers adapt to emerging technologies confidently. Professional development programs should focus on both technical competence and emotional resilience. 3. Schools and educational authorities must ensure equitable access to digital tools, stable internet connectivity, and technical support systems. These job resources are essential for reducing technostress and promoting sustained teacher engagement. 4. Developers and educational technology firms should involve teachers in the design and implementation of AI tools to ensure usability, contextual relevance, and alignment with pedagogical goals.

  generalstated in recommendationsevidence 5/5
  Keywords: educational teacher digital teachers technical ensure tools ministries education policymakers develop comprehensive integration policies explicitly
• AI and IoT in Education: Enhancing Classroom Interactivity and Student Engagement (2026) · Asia Pacific Journal of Educators and Education · doi

  Prioritise Teacher Training on AI and IoT Technologies Based on the findings from Table 2 (AI and Personalisation of Learning), it is evident that AI technologies can significantly enhance student engagement and achievement when implemented correctly. Teacher training in the use of AI-powered platforms is crucial for successful adoption. We recommend that education ministries implement comprehensive training programs to equip teachers with the necessary skills to effectively integrate AI into their teaching practices. This is aligned with Vygotsky’s social constructivism theory, which emphasises the importance of teacher scaffolding in creating interactive, student- centred learning environments. Invest in Affordable IoT Devices and Infrastructure Table 3 highlighted that cost and infrastructure are primary barriers to the implementation of IoT in classrooms. To address this, we recommend that educational policymakers collaborate with tech companies to create affordable, scalable solutions for schools, especially in under-resourced areas. This could involve subsidising IoT devices for classrooms and developing low-cost internet solutions. According to Piaget’s theory of cognitive development, providing interactive, real-time feedback through IoT tools supports active learning and helps students construct knowledge in an engaging manner. Develop Policies Addressing Data Privacy and Security Data privacy and security were identified as significant concerns in Table 3. To mitigate these risks, we recommend the creation of national guidelines for the ethical use of AI and IoT in education, with a particular focus on student data protection. These policies should align with ethical theories of privacy, ensuring that AI-driven systems used in schools comply with privacy standards such as GDPR (General Data Protection Regulation). 31 AI and IoT in EducationImplement Pilot Programs for AI and IoT in Diverse Educational Settings Evidence from Tables 2 and 3 indicates that while AI and IoT show promise, their successful integration depends on the educational context. We recommend that pilot programs be launched in diverse educational environments to test AI and IoT applications in urban, rural, and underserved schools. This will allow policymakers to evaluate the effectiveness and scalability of these technologies before widespread adoption, ensuring that interventions are tailored to meet the needs of different student populations. Encourage Collaborative Research on AI-IoT Integration Building on the findings in Tables 1 and 2, we recommend fostering collaboration between academic researchers and technology developers to bridge the gap between AI and IoT research and real-world applications. This could be achieved by establishing research- practice partnerships that align with theories of technology acceptance (e.g., TAM model) and foster continuous improvements in AI-IoT integration in classrooms.

  generalstated in recommendationsevidence 5/5
  Keywords: recommend student educational privacy teacher training technologies learning education programs classrooms schools integration successful adoption
• Teachers' Perceptions of Artificial Intelligence-Supported Agricultural Learning and Agricultural Literacy Development among Primary School Pupils in Nigeria (2026) · Frontiers in Educational Practice and Research · doi

  Based on the findings of the study, the following recommendations are made: 1. Federal and State Ministries of Education should invest in adequate digital infrastructure, including reliable electricity supply, internet connectivity, computers, and artificial intelligence supported educational technologies, to facilitate the effective implementation of AI supported agricultural learning in primary schools. 2. Teacher education institutions and educational authorities should organise continuous professional development programmes to strengthen teachers' competence in the pedagogical integration and effective utilisation of artificial intelligence technologies in agricultural science instruction. 3. Curriculum developers should integrate artificial intelligence supported instructional activities, digital agriculture, and emerging agricultural technologies into the primary school agricultural science curriculum to support learner centred and experiential learning approaches. 4. Government and relevant educational stakeholders should establish sustainable funding mechanisms and strengthen public private partnerships to support the procurement, maintenance, and continuous upgrading of artificial intelligence technologies and digital learning resources in primary schools. 188 Frontiers in Educational Practice and Research (FEPR) 5. Educational policymakers should develop comprehensive national guidelines and implementation frameworks for the ethical, equitable, and effective integration of artificial intelligence into primary education while ensuring the protection of learners' privacy and data security. 6. Educational technology developers should collaborate with agricultural educators, curriculum specialists, and primary school teachers to design culturally relevant and curriculum aligned artificial intelligence applications that address local agricultural practices and learning needs. 7. School administrators should provide teachers with continuous institutional support, technical assistance, and opportunities to adopt and experiment with artificial intelligence supported instructional strategies within agricultural science classrooms. Supplementary Materials: Not applicable. Funding: This research received no external funding. Author Contributions: All authors contributed substantially to the conception, design, execution, analysis, and preparation of this manuscript and approved the final version for publication. Ebere O. Obijiofor: Conceived and designed the study, contributed to the development of the research framework, supervised the research process, and critically reviewed the manuscript. Toochukwu C. Nwakile: Developed the methodology, performed the statistical analyses, interpreted the findings, prepared the original manuscript draft, coordinated

  generalstated in recommendationsevidence 3/5
  Keywords: artificial intelligence agricultural educational primary supported technologies learning curriculum education digital effective continuous teachers science

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