The study notes that the COVID-19 pandemic

The gap

Evidence profile

Sourced from the recommendations and stated challenges of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Does Digital Pedagogical Training Enhance Teacher Resilience, Teacher Well-Being, and Teacher Performance? A Quasi-Experimental Study (2026) · International Journal of Technology in Education and Science · doi

  Recommendations for future research are directed toward expanding the sample size, geographical scope, and diversity of teacher characteristics to enhance the generalizability of findings. Future research should also incorporate mixed methods or observational data to enrich understanding of changes in teacher resilience, well- being, and performance following digital training. Subsequent studies may further examine the duration, design, and intensity of training that prove most effective, so that the influence of digital pedagogical training on various aspects of teachers' professional lives can be understood more thoroughly.

  generalrecommendationsevidence 5/5
  Keywords: training future teacher digital recommendations directed toward expanding sample size geographical scope diversity characteristics enhance
• Teacher Resistance in Digital Education: Topic Modeling and Temporal Analysis of International Research Trends (2026) · International Journal on Lifelong Education and Leadership · doi

  In light of these findings, the following recommendations are offered to further advance the development in the literature and develop meaningful solutions regarding teacher resistance: Develop resistance models in the context of crisis: It is necessary to analyze in more depth the forms of psychological and pedagogical resistance that sudden changes such as pandemics create in teachers. In order to prepare for unexpected crises in the future, models focusing on teacher resilience and adaptation processes should be developed. Digital inequalities and data privacy should be addressed: The Digital Divide and Privacy theme is a newly developing but growing area in the literature. Teachers' access to digital tools, their awareness of data security, and the role of these elements in creating resistance should be further investigated. Teacher-centered in-depth studies should be increased: It should be considered that the concept of resistance can occur not only against technology but also against pedagogical approaches, institutional pressures, or professional identity transformation. Therefore, 268 International Journal on Lifelong Education and Leadership (2026), 12(1) in-depth qualitative research from the teacher perspective is needed. 4. Micro-Intervention Designs for Digital Pedagogy Should Be Developed: In the face of increasing digitalization, micro-level applications (e.g., short-term professional development modules, technology adaptation simulations) that will increase teachers' pedagogical competencies should be widespread; their effectiveness should be empirically tested. International collaborations and open access platforms should be supported: The production in the literature is still concentrated in certain countries and affiliations. It is recommended to support open access journal platforms and international partnerships for a more inclusive and equitable academic production Disclosure of Interests. The authors have no competing interests to declare that are relevant to the content of this article. Data Availability Statement. In keeping with the principles of transparency and open science in this research, the DOI lists of the 535 articles analyzed, the bibliometric analysis codes run on R, and the Orange Data Mining workflow files can be shared by the authors upon request.

  generalrecommendationsevidence 5/5
  Keywords: resistance teacher digital literature depth pedagogical teachers access international open further development develop models adaptation
• Teacher Digital Competence: A Bibliometric Analysis of Global Research Trends (2026) · West Science Social and Humanities Studies · doi

  The study notes that the COVID-19 pandemic has accelerated the need for teachers to develop digital skills. The study highlights the challenge of integrating digital technologies into teaching, assessment, professional development, and learning. The study also notes the challenge of developing teacher training programs and educational technologies to support digital competence.

  generalstated challengesevidence 5/5
  Keywords: study notes covid-19 pandemic has accelerated need teachers

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