The findings revealed six (6) significant themes

The gap

Evidence profile

Sourced from the recommendations and limitations and abstract and stated challenges and limitations section of the source papers, classified as general, drawn from work published between 2021 and 2026, spanning 8 journals.

Supporting evidence — 8 representative gaps

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

  To fully realize the potential of educational technology in engineering institutes, a strategic and sustained approach to implementation is essential. One of the key priorities is faculty capacity building. Regular workshops, hands-on training sessions, and professional development programs can equip educators with the skills and confidence required to use ICT tools effectively and meaningfully in their teaching practices. Equally important is investment in technological infrastructure. Engineering institutes must ensure the availability of reliable internet connectivity, adequate digital devices, and access to updated software and learning platforms. A robust infrastructure provides the foundation necessary for both faculty and students to engage seamlessly with technology-enabled learning environments. Adopting a blended learning approach can further enhance teaching and learning outcomes. By thoughtfully combining traditional face-to-face instruction with digital tools and online resources, educators can address diverse learning preferences, promote flexibility, and encourage active student participation. Such an approach allows technology to complement, rather than replace, conventional pedagogical practices. Finally, continuous research and development in the area of EdTech is crucial for long-term effectiveness. Ongoing studies that evaluate the impact of digital tools on teaching strategies and student learning outcomes can provide valuable insights for refining pedagogical practices. Together, these strategies can support the sustainable integration of educational technology and contribute to more engaging, inclusive, and effective engineering education. Journal of Technology-Assisted Learning, Vol. 2, No. 1, pp. 62–77 75 Shinde & Shinde (2026) Assessing awareness and implementation of educational… Acknowledgments: We express our sincere gratitude to both institutions for providing the essential facilities and resources required to carry out our research. We are also deeply thankful to the teacher participants who generously completed the questionnaire and participated in the interviews. Data Availability Statement: All data can be obtained from the corresponding author. Conflicts of Interest: The author declares no conflicts of interest. Funding: This research received no external funding. REFERENCES Abdurashidova, M., Balbaa, M. E., Nematov, S., & Mukhiddinov, Z. (2023). The impact of innovation and digitalization on the quality of higher education: A study of selected universities in Uzbekistan. Journal of Intelligent Systems, 32(1), Article 20230070. https://doi.org/10.1515/jisys-2023-0070 Akpan, I. J., Offodile, O. F., Akpanobong, A. C., & Kobara, Y. M. (2024). A comparative analysis of virtual education technology, e-learning systems research advances, and digital divide in the Global South. Informatics, 11(3), Article 53. https://doi.org/10.3390/informatics11030053 Aleksieva, L. (2025). Preparing pre-service teachers for the digital transformation of education: exploring university 404. educators’ strategies.

  generalrecommendations
  Keywords: learning technology digital education educational engineering approach educators tools teaching practices strategies institutes implementation essential
• ARTIFICIAL INTELLIGENCE IN EDUCATION: EXPLORING OPPORTUNITIES AND CHALLENGES IN THE TEACHING-LEARNING PROCESS (2026) · The Social Science Review A Multidisciplinary Journal · doi

  i. Capacity Building and Teacher Professional Development: Developing teacher preparation programs with an emphasis on digital pedagogy and artificial intelligence is crucial. Initiatives for ongoing professional development should be developed to improve instructors’ technological proficiency, pedagogical knowledge, and self-assurance in successfully incorporating AI tools into teaching methods. ii. Ensuring Equity and Access to Technology: To deal with the problem of digital inequality, it is necessary to make sure that everyone has equal access to technology. Particularly in rural and poor regions, governments and educational institutions should make investments in digital infrastructure, such as devices, internet connectivity, and AI-enabled platforms. iii. Ethical Governance and Data Protection: The proper application of AI in education depends on the development of strong data protection regulations and unambiguous ethical standards. To promote confidence among all parties involved, regulatory frameworks must ensure accountability, openness, and the security of student data. Page | 413 The Social Science Review A Multidisciplinary Journal. March-April, 2026. Vol. 4. Issue 2. 410-415 Published by: Pather Dabi Educational Trust, (Regn No: IV-1402-00064/2023), Under Govt. of West Bengal, India iv. Collaborative and Multi-Stakeholder Approach: Teachers, legislators, and IT developers must work together to integrate AI successfully. These collaborations can help ensure that technology developments are in line with educational requirements by facilitating the development of context-specific and pedagogically relevant AI solutions. v. Balanced Integration of AI and Human Interaction: It is important to promote a balanced approach to AI implementation, where technology enhances human connection rather than takes its place. The social, emotional, and ethical aspects of education can be maintained through blended learning models that integrate AI-driven technologies with traditional instructional methods.

  generalrecommendations
  Keywords: development technology digital educational ethical teacher professional successfully access make protection education promote must ensure
• 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.

  generalrecommendations
  Keywords: digital education effective development educational access sustainability support tools curriculum ensure learning resources integration technology
• Digital transformation in school for mobile learning: insights from preservice teachers during the COVID-19 pandemic (2026) · Frontiers in Education · doi

  external factors that could explain technology acceptance in educational settings. Therefore, the need for empirical studies was recognized to assess the applicability of TAM in the this direction, Delcker and present research context. In Ifenthaler (2022) conducted a study to map the current state of digital distance learning in vocational schools in Germany during the COVID-19 pandemic. They revealed the challenges stakeholders face in implementing digital distance learning in vocational schools. They identified eight categories being influenced by digital distance learning for school development: teaching, collaboration, personal resources, technical infrastructure, perceived learner success, and professionalization. feedback, organization, integration While studying the readiness of secondary school teachers in Croatia toward digital transformation, Kirinic et al. (2023) observed that institutional support is essential as a foundation for change, while individual factors, such as fear of technology and digital enthusiasm, shape teachers’ responses to new technologies. ICT in schools affected not only students’ performance but also several other school-related aspects and stakeholders (Timotheou et al., 2023). Furthermore, various interconnected factors influence the impact of digital technologies on education. In this direction, Quaicoe et al. (2023) presented a school-based digital transformation model, from which we can comprehend the interrelations between digital transformation indicators and concepts, and the linkages around which such transformation could be developed as a school-managed agenda.

  generallimitationsevidence 5/5
  Keywords: digital school transformation factors distance learning schools technology direction vocational stakeholders teachers technologies external explain
• Microprocessor Course in a Virtual Classroom Perspectives from Technology Students in a State University in the Philippines (2021) · Turkish Online Journal of Qualitative Inquiry

  The findings revealed six (6) significant themes, including “Limited Knowledge & Skills on Other Available online platforms/Technology teaching,” “available gadgets in online classes,” “Available Internet Connectivity, Unsteadiness and Low speed of Internet connection,” “Lack of human interaction and communication” Experiencing stressful atmosphere,” and “Favorable to Face-to-face learning and Online learning.

  generalabstractevidence 5/5
  Keywords: available online internet face learning revealed significant themes including limited knowledge skills platforms technology teaching
• Aprendre amb pantalles? Veus del professorat davant els efectes de la plataformització en l'educació secundària (2026) · Digital Education Review · doi

  The study identifies several challenges related to the digitalization of education, including the fragmentation of knowledge and the alteration of school times - The research highlights the need for teachers to develop new skills and competencies to effectively integrate digital technologies into their practice - The study suggests that the digitalization of education can lead to a loss of autonomy and sense of school work among teachers

  generalstated challengesevidence 5/5
  Keywords: study identifies several challenges related digitalization education including
• Barriers to Effective Digital Learning Implementation in Madagascar (2026) · The Nexus Journal of Education, Management, and Entrepreneurship · doi

  Infrastructure constraints, including limited access to stable electricity, unreliable internet connectivity, and insufficient availability of digital devices. Weak institutional governance, including lack of coherent digital strategies, dedicated funding mechanisms, and coordinated leadership structures. Insufficient teacher digital competence, including lack of formal training in digital pedagogy and instructional design for online environments.

  generalstated challengesevidence 5/5
  Keywords: infrastructure constraints including limited access stable electricity unreliable
• Creating educational digital content: experiences of high school teachers (2026) · Education and Information Technologies · doi

  The use of open-ended online questionnaires limited opportunities for follow-up probing that may have been possible in interviews or focus groups. Participation was voluntary and digitally mediated, which may have resulted in the overrepresentation of teachers who were more comfortable with technology or more interested in digital education. The findings are not intended to be statistically generalisable but rather to provide rich comparative insight into teachers' experiences within complex and evolving digital educational environments.

  generallimitations sectionevidence 5/5
  Keywords: use open-ended online questionnaires limited opportunities follow-up probing

Questions about this gap