The three primary obstacles to integrating technology with education in these disciplines are identified as: 1) the limited evidence of online education in the fields of architecture and design (Sagun

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Integrating Digital Technology in Christian Religious Education: A Theological Framework for Faith Formation in the Digital Age (2026) · doi

  Moreover, without careful planning and clear pedagogical objectives, the use of technology may become a source of distraction that hinders learning rather than supports it. In this regard, teachers play a crucial role in designing, managing, and guiding the use of technology to ensure that it genuinely supports meaningful learning rather than functioning merely as an additional tool (Selwyn, 2021). Challenges and Risks of Technology Integration (A Critical Analysis) education, Although the integration of digital technology including Christian Religious in

  Keywords: technology learning rather supports integration without careful planning clear pedagogical objectives become source distraction hinders
• If There Is No Significant Difference, Why Should We Care? (2005) · doi

  The three primary obstacles to integrating technology with education in these disciplines are identified as: 1) the limited evidence of online education in the fields of architecture and design (Sagun, Demirkan, & Goktepe, 2001); 2) the reluctance of design educators to teach in an online environment (Bender & Good, 2003); and 3) the lack of multidisciplinary coursework currently available between architecture, design, and other related fields (IIDA Report, 1998).

  Keywords: design education online fields architecture three primary obstacles integrating technology disciplines identified limited evidence sagun
• Developing a Collaborative Multidisciplinary Online Design Course (2005) · doi

  The three primary obstacles to integrating technology with education in these disciplines are identified as: 1) the limited evidence of online education in the fields of architecture and design (Sagun, Demirkan, & Goktepe, 2001); 2) the reluctance of design educators to teach in an online environment (Bender & Good, 2003); and 3) the lack of multidisciplinary coursework currently available between architecture, design, and other related fields (IIDA Report, 1998).

  Keywords: design education online fields architecture three primary obstacles integrating technology disciplines identified limited evidence sagun