Teachers have pointed out that there are no e-contents of many acquisitions in the secondary school curriculum

The gap

Evidence profile

Sourced from the recommendations and future-work section and abstract of the source papers, classified as general, drawn from work published between 2019 and 2026, spanning 3 journals. Those papers have been cited 2 times in total.

Supporting evidence — 4 representative gaps

• 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 e- textbooks 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 e- textbook 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. Journal of Education and Learning Technology (JELT)

  generalrecommendations
  Keywords: textbooks digital learning support teachers textbook access institutions school journal effective pedagogical educational comprehensive training
• The Application of Interactive Tools in College English Classroom Teaching (2026) · Studies in English Language Teaching · doi

  What should us teachers do? Several things shall be taken into consideration. Teacher development needs to be a priority. Training should be ongoing, not a one-time event. It should focus on how to use technology to achieve learning goals, not just on how to operate the software. Teachers need to understand why certain features matter and how they connect to student learning. Professional development works best when it's collaborative. Teachers learning together, designing Published by SCHOLINK INC. 129 www.scholink.org/ojs/index.php/selt Studies in English Language Teaching Vol. 14, No. 3, 2026 materials together, observing each other's classes and giving feedback. Coaching and just-in-time support should be available beyond the initial training sessions. Institutions need to create incentives. Promotion criteria should recognize innovative teaching with technology. Teaching awards should acknowledge it. Course loads should be adjusted to give teachers time to redesign their courses (Zhang & Zhao 88). If we expect teachers to invest their time and energy, we have to show that the institution values that investment. Infrastructure matters too. Reliable internet, modern hardware, and platforms that are intuitive and stable. None of this is optional. Teacher representatives should be involved in selecting technology. They know what works in the classroom and what doesn't. Platform design should prioritize simplicity and reliability. Even the most pedagogically sound tool will be abandoned if it's frustrating to use. Clear support protocols need to be in place. When something breaks, it should be fixed quickly (Li 24). Assessment practices can also be improved through digital tools. Learning management systems generate a wealth of data about student activity. Participation patterns, time on task, resource access, progress through learning sequences. Teachers can use this data to give more timely feedback and to catch students who are falling behind before it's too late. Digital portfolios allow students to collect and reflect on their work over time. Peer assessment, when properly structured, provides additional feedback and helps students develop evaluative skills. Assessment should go beyond measuring linguistic accuracy. Communication effectiveness, collaboration, and digital literacy are also important. This is where I see the most untapped potential (Zhang & Zhao 87).

  generalrecommendations
  Keywords: teachers time learning technology need teaching feedback assessment digital students teacher development training student works
• 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

  The study suggests that future research should focus on the development of targeted professional development and support for teachers to integrate e-textbooks into their teaching practices. The review highlights the need for further research on the impact of e-textbooks on student learning outcomes. The study suggests that future research should explore the potential of e-textbooks to address challenges such as limited access to physical textbooks in under-resourced areas.

  generalfuture-work section
  Keywords: study suggests future research focus development targeted professional
• Secondary School Teachers about the EBA Course E-contents: A Qualitative Study (2019) · Turkish Online Journal of Qualitative Inquiry · cited 2× · doi

  Teachers have pointed out that there are no e-contents of many acquisitions in the secondary school curriculum in the system, they have problems with the internet connection when using e-contents during lessons at school and cannot find the e-contents they look for quickly, e-contents have short durations, there are outdated parts and the designs of e-contents are insufficient to attract the attention of the students.

  generalabstractevidence 5/5
  Keywords: contents there school teachers pointed acquisitions secondary curriculum system problems internet connection using lessons cannot

Questions about this gap