Technology integration in education transcends the mere implementation of technological artefacts, encompassing theoretical frameworks and evidence-based research findings to enhance pedagogical pract

The gap

Consensus across the literature

Supporting evidence — 5 representative gaps

• Assessing Awareness and Implementation of Educational Technology and ICT Tools in Teaching at Selected Engineering Institutes in Western Maharashtra (2026) · doi

  Despite its contributions, this study has certain limitations that should be acknowledged. First, the sample size was limited to 100 faculty members from a specific geographic region, which may restrict the generalizability of the findings to other contexts. Second, the study relied primarily on self-reported data, which may be subject to response bias or social desirability effects. Third, although the questionnaire demonstrated acceptable reliability, future studies may further refine and validate the instrument across diverse institutional settings. Future research should consider larger and more diverse samples across multiple regions and disciplines. Longitudinal studies could examine changes in ICT adoption over time, particularly in relation to institutional interventions and policy changes. Additionally, future investigations may explore student perspectives, learning outcomes, and the impact of emerging technologies such as generative AI, learning analytics, and virtual laboratories on engineering education. Journal of Technology-Assisted Learning, Vol. 2, No. 1, pp. 62–77 74 Shinde & Shinde (2026) Assessing awareness and implementation of educational… 7. CONCLUSION The integration of educational technology and ICT tools in engineering institutes is essential for fostering an interactive and effective learning environment. Utilizing a taxonomy-based approach to assess awareness levels can help educators and institutions identify gaps and strategically implement ICT tools for improved learning outcomes. Future research should focus on evaluating the long-term impact of these technologies in engineering education. This study provides empirical evidence on the current state of awareness and implementation of educational technology and ICT tools among engineering faculty in Western Maharashtra using a taxonomy-based assessment framework. Beyond identifying levels of awareness and usage, the findings offer several practical implications for key stakeholders. For researchers, the taxonomy-based approach used in this study offers a scalable framework that can be replicated or extended to other regions, disciplines, or longitudinal investigations examining technology adoption over time. Future studies may build upon this work by exploring causal relationships between institutional support mechanisms and higher levels of technology integration. For educators and instructors, the findings highlight the need to move beyond basic awareness toward meaningful pedagogical integration of ICT tools. The study emphasizes the importance of continuous hands-on training, peer mentoring, and reflective teaching practices to effectively leverage digital tools for student engagement and assessment. For policymakers and institutional leaders, the results underline the importance of targeted investmen

  Keywords: future learning technology awareness tools institutional engineering educational integration taxonomy based levels faculty across diverse
• Exploring 360° Camera Deployment in a STEM Rotation-Station Laboratory: Pre-service Teachers’ Perceptions (2026) · doi

  Several limitations must be acknowledged. Firstly, the study had a relatively low number of participants (N = 16), which limits its generalization potential. Although it is a common number for a pilot study, one must be cautious when interpreting the results. Secondly, participants belonged to a specific group: Informatics students with high digital literacy skills. These skills might not be generalizable to pre-service teachers from other fields. Thirdly, a single questionnaire was applied to measure participants’ perceptions after a single session without pre- test measures, a control group, or long-term study design. Fourthly, while the questionnaire was content-validated, it was not fully psychometrically validated. Fifthly, participants’ perceptions might change after repeated exposure to technology. Finally, learning outcomes were not assessed; only perceptions were measured, which is a common limitation for early-stage educational technology studies (Theelen et al., 2019). Despite these limitations, the study is fully adequate for its initial aim: to conduct an exploratory study. Advances in Mobile Learning Educational Research • SyncSci Publishing 1787 of 1791 Volume 6 Issue 1, 2026

  Keywords: participants perceptions limitations must number common group skills single questionnaire validated fully technology learning educational
• Beyond Dashboards: A Systematic Literature Review of Learning Analytics, Business Intelligence, and Generative AI for Decision-Making in Universities (2026) · doi

  Primarily focuses on learner-level instructional inter- action and pedagogy, with limited attention to insti- tutional decision infrastructures Emphasizes adoption and effectiveness, with com- paratively limited attention to operational decision processes, governance, and end-to-end analytical pipelines Commonly centers on learner-level analytics and predictive performance, with limited synthesis of de- ployment architectures and institutional decision in- frastructures Frequently treats BI/BDA as organizational report- ing or managerial capability rather than as an inte- grated computational decision stack Primarily catalogues applications and ethical issues, with limited integration of BI architectures, govern- ance mechanisms, validation practices, and complete decision pipelines As summarized in Table 1, prior review streams have contributed substantially to under- standing analytics, AI, and educational technologies in higher education. Nevertheless, these studies remain largely organized around separate emphases, including learner-facing interac- tion, technology adoption, dashboard utilization, organizational readiness, or AI applications. This separation limits understanding of how data ecosystems, BI infrastructures, AI models, governance mechanisms, GenAI interfaces, and HITL routines collectively function as insti- tutional decision-support infrastructures. The present review addresses this gap by integrating LA, BI, AI, GenAI, governance, and HITL mechanisms through a computing-oriented deci- sion-intelligence perspective. Journal of Computing Theories and Applications 2026 (May), vol. 3, no. 4, Purwanto, et al. 601 2.2 Key Constructs and Operational Definitions Because this review integrates concepts from education, information systems, data sci- ence, and AI governance, Table 2 defines the principal constructs used throughout the man- uscript and grounds them in representative literature. The table clarifies both the operational meaning of each construct and the computing-oriented analytical boundary adopted in this review. Table 2. Key constructs and operational definitions used in this review.

  Keywords: decision review limited operational governance learner infrastructures applications mechanisms computing constructs primarily level attention insti
• Digital Technology Utilisation and Career Readiness Among Educational Technology Students in Tai Solarin University Of Education (2026) · doi

  Based on the findings of this study, the following recommendations are made: 1. Integration of Digital Skills into Curriculum Universities should systematically integrate relevant digital technology skills such as data analysis, artificial intelligence, cybersecurity, user experience design, and cloud computing into the Educational Technology curriculum. This directly addresses the study’s finding that these competencies are essential for career readiness. 2. Emphasis on Practical and Experiential Learning Lecturers and academic departments should adopt practice-oriented teaching approaches that promote active utilisation of digital technologies through project-based learning, simulations, and real-world tasks. This is necessary given the study’s finding that utilisation, not mere access, significantly influences career readiness. 3. Provision and Effective Use of Digital Infrastructure University management should not only invest in up-to-date digital infrastructure but also ensure that these facilities are actively utilised by students through structured academic KIJER 3(2) 278 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer activities. This aligns with the established significant relationship between digital technology utilisation and career readiness.

  Keywords: digital technology career readiness utilisation kijer based skills curriculum educational finding learning academic infrastructure following
• Effect of Technological Pedagogical and Content Knowledge Framework based Capacity Building Programme Module (CBPM) on Teaching Aptitude of Pre-Service Teachers (2024) · doi

  Technology integration in education transcends the mere implementation of technological artefacts, encompassing theoretical frameworks and evidence-based research findings to enhance pedagogical practices rather than being limited to the rudimentary application of computer hardware and software in instructional delivery.

  Keywords: technology integration education transcends mere implementation technological artefacts encompassing theoretical frameworks evidence based enhance pedagogical