Jul 2026· Journal of education· pp. 5· 0 citations· 41 references
TL;DR
It is found that teachers' practices are influenced by professional identity, societal norms, and informal knowledge rather than prescribed curriculum documents, and it is recommended that teacher training programmes focus on digital competence to strengthen the integration of emerging technologies into the curriculum.
Abstract
The implementation of the intended curriculum in schools is continually evolving due to rapid technological advancements that are reshaping teaching and learning processes. While emerging technologies such as virtual reality and artificial intelligence hold transformative potential, South African schools predominantly rely on low-threshold, accessible technologies including digital and offline resources, mobile learning tools, and basic learning management systems. We conducted this qualitative case study to explore primary school teachers' readiness to integrate emerging technologies into the curriculum. Guided by an interpretive paradigm, we purposively sampled three teachers as participants. Data were generated through semi-structured interviews and reflective activity, and analysed using the Technological Pedagogical Content Knowledge framework. Findings indicate that teachers rely more on hardware and ideological resources than on software resources, reflecting strong pedagogical and content knowledge but lower confidence in technological knowledge. Furthermore, we found that teachers' practices are influenced by professional identity, societal norms, and informal knowledge rather than prescribed curriculum documents. The study concludes that meaningful curriculum transformation requires strengthening teachers' technological competence through continuing professional development and innovation-focused teacher education programmes. To achieve this, we recommend that teacher training programmes focus on digital competence to strengthen the integration of emerging technologies into the curriculum.
The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset, and recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
Assessment is vital as it support student learning and informing instructional practice. The increasing integration of digital technologies and artificial intelligence (AI) in education has created new opportunities to strengthen formative assessment in contemporary educational settings. This conceptual literature review examines the potential of technology-enabled assessment to enhance formative assessment practices in British curriculum schools situated in the United Arab Emirates (UAE). Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study synthesizes contemporary research on learning analytics, AI-supported feedback, and digital assessment to assess their contributions to personalized learning, data-driven instructional decisions, and the enhancement of teacher effectiveness. The review also considers significant challenges, including ethical concerns, academic integrity, teacher autonomy, data privacy, and equitable access to technology. The findings suggest that the successful implementation of technology-enabled assessment necessitates a balance between technological advancements and sound pedagogical practices, human oversight, and continuous professional development. The paper concludes with practical recommendations for educators and school leaders seeking to integrate AI-enabled assessment in a manner that fosters meaningful learning while maintaining ethical and educational standards in British curriculum schools in the UAE.
Nadia Iftikhar Ahmed Khan· Journal of e-learning Resear...· 0 citations
Investigations into learning practices have converged to support the notion that digital learning technologies can be beneficial to educational experiences. However, turning a traditional classroom into a technology-integrated learning environment presents many challenges for teachers and other related stakeholders. In this paper, we attempt to systematically investigate the dilemmas from teachers’ perspectives. Adopting a qualitative research design, we invited teachers from fourteen different primary and secondary schools in Hong Kong to hear their perspectives about their challenges when teaching in technology-mediated environments. Based on Windschitl’s framework, the dilemmas gathered from teachers’ interviews can be classified as the conceptual, pedagogical, cultural, and political frames of reference in adopting educational technology. All of these influenced teachers’ willingness to adopt digital learning tools into their teaching. Other implications for educational technology practices are also discussed. All in all, these findings inform scalable Information and Communication Technology solutions and teacher professional development strategies to optimize technology integration. We hope this paper will stimulate further discussion on how to facilitate teachers’ implementation of educational technology, in particular, assisting them to overcome the identified dilemmas.
P. Lam, Hilary K Y Ng· International Journal of Inf...· 0 citations
Digital transformation is reshaping computer science teaching. The task is no longer limited to disseminating knowledge; the focus shifts toward developing deep digital and algorithmic competencies. This article examines contemporary pedagogical models and practices that support the effective integration of digital technologies into the educational process. The analysis relies on a systems perspective. It addresses blended learning. It also considers the flipped classroom model, project-based learning, problem-based learning, and adaptive learning using intelligent educational systems. Particular attention is paid to the practical aspects of implementing virtual laboratories, gamification elements, and cloud-based collaboration tools. The critical importance of developing teachers' digital pedagogical competence, providing high-quality methodological support, and creating a flexible institutional environment that fosters innovation is substantiated. It is shown that a seamless combination of active learning methods with modern digital tools significantly increases student engagement, promotes deeper learning, and ensures high professional readiness of graduates. The results of this work can be used to modernize curricula and develop methodological recommendations for teachers in the digital economy.
B. Uzdenova, A. Dataev· ACCOUNTING AND CONTROL· 0 citations
This study explored the pedagogical strategies and challenges experienced by Technical-Vocational-Livelihood (TVL) teachers in fostering 21st-century competencies among learners. Anchored on Constructivist Learning Theory, the study examined how teachers design and implement instructional activities, assessment practices, and learning experiences that promote critical thinking, communication, collaboration, creativity, and digital literacy. A qualitative descriptive research design was employed, involving seven TVL teachers from selected public secondary schools. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that teachers employ a variety of learner-centered and industry-aligned pedagogical strategies, including experiential learning, scaffolded industry simulation, project-based activities, collaborative learning, and technology-supported instruction. These approaches enable students to engage in authentic workplace-related experiences while developing both technical and transferable competencies. The study further found that teachers implement differentiated instruction and competency-based assessment practices to accommodate diverse learner needs and evaluate both technical performance and workplace readiness skills. Despite these positive practices, teachers encountered several challenges, including limited instructional resources, insufficient laboratory equipment, varied levels of student readiness, technological skill disparities, administrative workload, and time constraints in balancing technical competencies with 21st-century skill development. Teachers nevertheless demonstrated adaptability and resilience in addressing these challenges through collaborative and contextualized instructional approaches. The study concluded that fostering 21st-century competencies in TVL education requires a holistic approach that integrates technical mastery, soft skills development, authentic learning experiences, and continuous teacher innovation. Strengthening institutional support, industry partnerships, resource provision, and professional development opportunities is essential to enhance the effective implementation of competency-based and learner-centered vocational education.
Julie Ann Bag-ao, Zenyam Baldesoto, Quedelyn Balo et al.· The International Review of...· 0 citations
This research aims to analyze the contributions of digital technologies to pedagogical practices, identifying the main challenges, possibilities, and strategies that favor educational innovation. In the current educational scenario, new technologies have demanded innovative pedagogical practices, as they offer resources that can be incorporated into teaching and learning processes. Thus, media resources need to contribute to the positive transformation of pedagogical practice, through clear objectives according to the needs and abilities of each student. The methodology adopted in this study was bibliographic research, analyzing materials such as scientific articles and books that discuss the respective theme. It is concluded that it is fundamental that educators possess the necessary skills to incorporate Information and Communication Technologies into their professional activities, thus ensuring equality and excellence in learning. Therefore, the effective integration of ICT in schools has the potential to transform pedagogical practices; however, for the benefits of ICT investments to be realized, it is crucial that teachers receive adequate training aligned with pedagogical demands.
Roberto de Cássio Viana Moraes, Celice Caldas Pinto, Fábio Coelho Pinto· Revista de Estudos Interdisc...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
