Regardless of such efforts, some research gaps,

The gap

Evidence profile

Stated in the recommendations and abstract sections of the source papers, classified as general, drawn from work published between 2016 and 2026, spanning 7 journals. Those papers have been cited 44 times in total.

Supporting evidence — 8 representative gaps

• Utilizing Digital Tools for Enhancing Teaching and Learning of Science Education in University of Maiduguri, Borno State, Nigeria (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  In light of the findings, the following recommendations were made: 1. The University of Maiduguri should invest more in ICT infrastructure, including stable electricity supply, reliable internet connectivity, and modern digital teaching facilities, to create an enabling environment for digital learning. 2. Regular training workshops and seminars should be organized for both lecturers and students to build competence in the effective use of digital tools for Science Education teaching and learning. 3. Digital tools and resources should be integrated into the Science Education curriculum to ensure that their use is aligned with instructional objectives and learning outcomes. 4. Context-specific digital resources should be developed to reflect local realities, examples, and languages, making the tools more relatable and effective for students in Maiduguri. 5. The University management should formulate and enforce policies that encourage and reward lecturers for adopting digital pedagogy, while also providing technical support to reduce workload and resistance.

  generalstated in recommendationsevidence 5/5
  Keywords: digital learning tools kijer university maiduguri teaching lecturers students effective science education resources light following
• Utilisation of digital educational technology amongst undergraduate nursing students in the Western Cape (2026) · Health SA Gesondheid · doi

  Institutions should develop and implement a competency- based digital literacy framework that progressively builds students’ technological proficiency beyond basic tool usage towards meaningful educational engagement and addresses the prevalent technical barriers identified by students. They should promote social and collaborative learning tools to encourage the use of discussion forums and peer-collaborative platforms through curriculum design and educator facilitation. They should integrate immersive technologies to increase access to and training on virtual reality/Augmented reality (VR/AR) tools in clinical simulations, as these are underused despite their pedagogical benefits. They should provide targeted support based on demographic needs, address gender- and year-specific concerns through tailored workshop sessions to build digital confidence and reduce resistance. They should foster teacher presence in digital environments to strengthen the visibility and engagement of educators in online platforms to combat feelings of loss, particularly amongst senior students. They should conduct further research using qualitative studies to explore the reasons behind the constrains, gendered perceptions and year level differences in digital educational technology use would provide deeper insights for policy and practice.

  generalstated in recommendationsevidence 5/5
  Keywords: digital students based educational engagement collaborative tools platforms reality provide year institutions develop implement competency
• TECHNOLOGICAL COMPETENCE OF HIGHLY PROFICIENT TEACHERS IN CUYAPO DISTRICT, NUEVA ECIJA (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  To effectively enhance the technological competence of highly proficient teachers, it is essential to tailor professional development programs that take into account their individual profile variables, such as age, years of service, and relevant training. Younger teachers, who are generally more familiar with technology, could benefit from advanced training on emerging digital tools, multimedia content creation, and integrating these technologies across various subject areas. For teachers with more years of service, particularly those aged 46 and above, training can focus on refreshing their skills and ensuring they are up to date with the latest technological advancements, while also leveraging their experience to adapt and incorporate new tools effectively into their teaching. Teachers with fewer years of service may need more foundational training to ensure a solid grasp of the basics, providing a strong starting point for more advanced technology integration. Additionally, offering mentorship and peer collaboration opportunities will allow highly proficient teachers to share their expertise, fostering a collaborative learning environment that benefits teachers of all experience levels. Regularly scheduled professional development sessions, alongside access to external Ignatian International Journal for Multidisciplinary Research Vol 4 No 5 May 2026 www.icceph.com 1676 conferences and webinars, can help teachers stay informed about global trends in educational technology. By addressing these factors in a comprehensive and targeted way, schools can significantly enhance the technological competence of their teaching staff, empowering them to meet the demands of a technology-driven educational environment.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers training technology technological years service effectively enhance competence highly proficient professional development advanced tools
• Learning difficulties of information and communication technology among the GCE A level girl students in the remote areas of Sri Lanka (2026) · Journal of Education Society & Sustainable Practice · doi

  To address the identified barriers, it is recommended to revise the ICT curriculum to emphasize practical skills and to incorporate visually supported learning materials in Tamil, Sinhala, and English. Additionally, student-centered teaching practices, including interactive exercises, group projects, step-by-step demonstrations, and frequent feedback, should be adopted to enhance student confidence. Regular professional development opportunities for teachers are necessary to strengthen ICT competencies, pedagogical skills, and gender- sensitive teaching approaches. Furthermore, awareness programs for parents and community members featuring female ICT role models should be implemented to foster family support and highlight the significance of ICT education for girls’ future opportunities.

  generalstated in recommendationsevidence 5/5
  Keywords: skills student teaching step opportunities address identified barriers recommended revise curriculum emphasize practical incorporate visually
• Challenges affecting adoption of e-learning in public universities in Kenya (2016) · E-Learning and Digital Media · cited 43× · doi

  Lecturers ranked heavy workloads the most serious challenge affecting the adoption of e-learning, followed by: insufficient Internet connectivity, denial of copyrights for their developed e-learning modules, limited information and communication technology (ICT) skills, lack of incentives, shortage of computers/laptops, inadequate computer laboratories, and insufficient time for online interaction.

  generalstated in abstractevidence 5/5
  Keywords: learning insufficient lecturers ranked heavy workloads serious challenge affecting adoption followed internet connectivity denial copyrights
• Digital Literacy-Responsive Adult Education in Tanzania: A Systematic Literature Review (2025) · Journal of Adult Education in Tanzania · doi

  Regardless of such efforts, some research gaps, such as infrastructure and technological access, pedagogical and instructional challenges, policy and strategic planning deficiencies, socio-cultural and psychological barriers, insufficient research on adult learners' needs, and gender disparities indigital access,are noted regarding integrating digital literacy into adult education.

  generalstated in abstractevidence 5/5
  Keywords: access adult regardless efforts gaps infrastructure technological pedagogical instructional challenges policy strategic planning deficiencies socio
• Fostering Autonomous English Learning via Digital Platforms in Higher Education Settings (2026) · International Journal of Language and Literary Studies · doi

  Based on the findings, several practical recommendations can be proposed to improve digital and autonomous English learning: 1- Digital literacy should be integrated into English-language curricula to help students develop the skills needed to use online tools effectively. 2- Professors should receive training on how to support learner autonomy through digital pedagogy, including how to guide students in using platforms in a structured way. 3- Universities should provide stronger institutional support, such as digital learning centers or workshops, to assist students in their learning. 4- Students should be encouraged to use digital platforms more strategically, for example by setting learning goals, monitoring their progress, and selecting appropriate resources.

  generalstated in recommendationsevidence 5/5
  Keywords: digital learning students english support platforms based several practical recommendations proposed improve autonomous literacy integrated
• Using a Digital Studio as an alternative to engaging communication design students: Implications for a post-COVID-19 pandemic lockdown era (2026) · South African Journal of Higher Education · cited 1× · doi

  Online teaching and learning cannot replace face-to-face studio-based learning completely. However, for studio-based modules, this study recommends that “digital mock-up making” remains part of the period-of-disruption facilitation modules to facilitate the continuity of teaching and learning. However, for digital studio learning to be effectively implemented, students must have access to technology, constant internet connectivity, a steady power supply, and high-performance computers. Moreover, integrating digital mock-up making into regular curricula will provide flexibility and accessibility; various tools and resources can be accessed to integrate multimedia, and collaboration among the students and their lecturers will be easier. Also, cloud storage of their files and digital portfolio development that could easily be shared with potential clients and employers could sustainably mitigate their lack of storage facilities. Although this intervention was only applied in the communication design module, implementation is recommended in other art and design-related courses such as Fashion Design, Jewellery Design, and Digital Sculpting. Digital mock-up making could be an alternative pedagogy during disruptions caused by pandemics, natural disasters, and prolonged student impasses.

  generalstated in recommendationsevidence 5/5
  Keywords: digital learning design studio mock making teaching face based modules students storage lack online cannot

Questions about this gap