We found: (1) participants reported that their sense

The gap

Evidence profile

Sourced from the stated research gap and limitations and abstract and recommendations of the source papers, classified as general, drawn from work published between 2014 and 2026, spanning 4 journals. Those papers have been cited 38 times in total.

Supporting evidence — 5 representative gaps

• Development of online teaching expertise in fragile and conflict-affected contexts (2024) · Frontiers in Education · cited 7× · doi

  Current research has focused mainly on the challenges facing instructors, leaving a gap in understanding their strategies to survive and thrive in online teaching. There is a significant bias toward Western perspectives in existing research, leaving a gap in understanding the development of online teaching expertise in non-Western contexts. The study aims to address this gap by exploring the development of online teaching expertise in the Palestinian context.

  generalstated research gap
  Keywords: current research has focused mainly challenges facing instructors
• Blended learning practices in South African secondary school mathematics classrooms (2026) · Frontiers in Education · doi

  through semi-structured This study offers insights into teachers’ perceptions of blended learning in developing 21st-century competencies in Mathematics classrooms. However, several limitations are acknowledged. The study was conducted in three public secondary schools in South Africa within specific socioeconomic contexts. While participants were purposely selected for diversity, findings are context-bound and not generalisable to other settings, esecially private or rural schools.Furthermore, the small sample of six teachers limits the range of perspectives and broader applicability of the findings.

  generallimitationsevidence 5/5
  Keywords: teachers schools semi structured offers insights perceptions blended learning developing century competencies mathematics classrooms several
• Supporting Online Faculty through a Sense of Community and Collegiality (2014) · Online Learning · cited 31× · doi

  We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants’ communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching.

  generalabstractevidence 5/5
  Keywords: participants online teaching community collegiality found reported sense around course development lacking communities available primarily
• Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary (2026) · East African Journal of Education Studies · doi

  This study examined the relationship between teachers’ digital literacy skills and the teaching of mathematics in public lower primary schools in Kanduyi Sub-County, Kenya. The findings indicate that although most teachers demonstrated moderate digital competence, notable weaknesses in advanced applications such as existed tools, which are spreadsheets and database data-driven and interactive for essential mathematics instruction. Importantly, the study established a statistically significant moderate positive correlation (r = .567, p < .01) between teachers’ digital literacy and mathematics learning activities. This provides empirical evidence within the Kenyan lower primary context that stronger teacher digital competencies are learner participation, engagement, and mathematics performance. associated with improved to strengthen Given this evidence, targeted interventions are necessary teacher capacity.

  generalrecommendationsevidence 5/5
  Keywords: digital mathematics teachers literacy lower primary moderate evidence teacher examined relationship skills teaching public schools
• Using gamification to re-engage students in Mathematics after online learning disruptions in the South African education system (2026) · Journal of Education and Learning Technology · doi

  Instructors in online education must adopt diverse and engaging pedagogical strategies to foster student participation. Figure 2 below provides a summary of the key recommendations for improving online learning: 81 Jennifer L. Ruef and Reid Shepard, “Relational Equity: Adapting an Elementary Mathematics Teaching Methods Course to Online Contexts,” International Electronic Journal of Mathematics Education 17, no. 4 (July 12, 2022): em0699, https://doi.org/10.29333/iejme/12224. 82 Neliswa Gqoli and Israel Kariyana, “Online Teaching and Learning of Mathematics in Higher Education: Post-Covid 19 Lecturer Perspectives,” E-Journal of Humanities, Arts and Social Sciences 4, no. 12 (2023): 116–25. 83 Bekithemba Dube, “Rural Online Learning in the Context of COVID 19 in South Africa: Evoking an Inclusive Education Approach,” Multidisciplinary Journal of Educational Research 10, no. 2 (June 15, 2020): 135, https://doi.org/10.17583/remie.2020.5607. 84 Newlin Marongwe and Rufaro Garidzirai, “Together but Not Together: Challenges of Remote Learning for Students Amid the COVID-19 Pandemic in Rural South African Universities.,” Research in Social Sciences and Technology 6, no. 3 (2021): 213–26. 85 David Arsen et al., “Rural Communities Need Better State Education Policies,” Phi Delta Kappan 103, no. 4 (December 6, 2021): 8– 13, https://doi.org/10.1177/00317217211065820. 86 M Piekut and J Rybaltowicz, “The Role of Information and Communication Technologies in Rural Development/Rola Technologii Informacyjno-Komunikacyjnych w Rozwoju Obszarów Wiejskich,” Zagadnienia Ekonomiki Rolnej/Problems of Agricultural Economics 378, no. 1 (2024): 69–92. 87 Erik Kormos and Kendra Wisdom, “Rural Schools and the Digital Divide: Technology in the Learning Experience,” Theory & Practice in Rural Education 11, no. 1 (2021): 25–39. 88 Reham Omar et al., “Chatgpt versus Traditional Question Answering for Knowledge Graphs: Current Status and Future Directions towards Knowledge Graph Chatbots,” ArXiv Preprint ArXiv:2302.06466, 2023. 89 Carolina Kiong and Rozita Radhiah Said, “The Development of Ideas for Writing the Introduction of An Argumentative Essay by Using The ‘Idea-Reality-Action-Now’ (IRAN) Technique among Non-Native Speakers in Sarikei District, Sarawak,” International Journal of Academic Research in Progressive Education and Development 12, no. 2 (May 16, 2023), https://doi.org/10.6007/IJARPED/v12-i2/17253. 90 Omar et al., “Chatgpt versus Traditional Question Answering for Knowledge Graphs: Current Status and Future Directions towards Knowledge Graph Chatbots.” Journal of Education and Learning Technology (JELT) 248 Maqoqa, T.

  generalrecommendationsevidence 5/5
  Keywords: education learning rural online journal https knowledge mathematics covid technology development teaching international social sciences

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