Blended Learning in African Higher Education Language Classrooms: An Evidence Synthesis

Technology-Enhanced Language Learning In Higher Education: A Systematic Literature Review of Pedagogical Effectiveness, Learner Engagement, and Digital Learning Conditions

Technology-enhanced language learning (TELL) has become increasingly prominent in higher education, with artificial intelligence (AI), mobile-assisted language learning, virtual and augmented reality (VR/AR), gamification, digital flashcards, learning management systems (LMS), and blended learning reshaping language education. However, evidence concerning technological effectiveness, learner engagement, and the conditions required for sustainable digital learning remains fragmented. This systematic literature review synthesizes empirical evidence on the pedagogical effectiveness, learner perceptions and engagement, and digital learning conditions influencing technology-enhanced foreign and second-language learning in higher education. Following the PRISMA framework, a systematic search of Scopus and Web of Science identified 706 records. After screening and eligibility assessment, 28 peer-reviewed studies published between 2022 and 2026 were included and subjected to integrative thematic analysis. The findings revealed three major themes. First, technology-enhanced language learning and pedagogical effectiveness constituted the largest theme (46.4%), demonstrating improvements in vocabulary, speaking, communication, motivation, autonomy, and other learning outcomes when technologies were purposefully integrated with pedagogy. Second, learner perceptions, acceptance, readiness, and engagement accounted for 39.3%, with perceived usefulness, ease of use, confidence, digital competence, trust, and motivation shaping technology adoption and participation. Third, digital learning conditions, challenges, and learner wellbeing represented only 14.3%, highlighting network instability, limited interaction and feedback, inadequate personalization, technostress, and burnout. Overall, the review demonstrates that technological availability alone does not ensure effective language learning. Sustainable TELL requires pedagogically aligned technology, meaningful interaction, learner readiness, institutional support, reliable infrastructure, personalization, and attention to wellbeing.

TEACHER COMPETENCE, LEARNING MEDIA, AND MOTIVATION IN RELATION TO ELEMENTARY SCHOOL EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.

Advancing Inclusive Mathematics Teacher Education: A Systematic Review of Universal Design for Learning Integration

Global curriculum reforms increasingly prioritise inclusive teacher preparation, positioning Universal Design for Learning (UDL) as a key framework for advancing equitable mathematics education. This systematic review explores how UDL is integrated into mathematics teacher education globally, assesses the effectiveness of UDL strategies in preparing teachers for inclusive practice, and identifies the key enablers and barriers to implementation. Guided by the PRISMA 2020 framework, a comprehensive literature search was conducted across five major databases and Google Scholar, covering peer-reviewed empirical studies published between 2015 and 2024. Fifteen studies met the inclusion criteria, encompassing diverse geographical regions and methodological designs. Data were extracted systematically and analysed using a narrative thematic synthesis approach. The findings reveal that while UDL is increasingly recognised for its potential to foster inclusive mathematics instruction, its integration into teacher education remains uneven. Key benefits include improved student engagement, conceptual understanding, and accessibility, yet challenges such as resistance to pedagogical change, limited teacher training, and inadequate institutional support persist. Quality appraisal using the Mixed Methods Appraisal Tool (MMAT) confirmed the methodological robustness of most studies. This review underscores the transformative potential of UDL in mathematics education and calls for comprehensive curriculum reforms, sustained professional development, and policy alignment to support its effective adoption in teacher preparation programmes.

Improving EFL Teaching in Higher Education: A Review of Challenges and Evidence-Based Recommendations

This study provides a narrative review of contemporary challenges in teaching English as a Foreign Language (EFL) in higher education across diverse international contexts. It synthesizes evidence from peer-reviewed studies published between 2020 and 2025. The analysis identifies six interrelated domains of difficulty: student-related factors (proficiency, motivation, anxiety), cultural and linguistic diversity, pedagogical and methodological constraints, community attitudes and perceptions, curriculum and assessment systems, and teacher, technological, and institutional limitations. Rather than representing isolated barriers, these challenges interact across policy, institutional, pedagogical, and learner levels. Positive attitudes toward English often coexist with critiques of inequality; Communicative Language Teaching (CLT) is endorsed in policy but undermined by exam-driven curricula; and technology promises innovation yet exacerbates inequities without adequate training and infrastructure. The review argues that sustainable improvement depends on systemic coherence across policy, institutional governance, curriculum design, teacher development, and learner-centered practice rather than isolated interventions. Future research should expand comparative research across underexplored regions, employ longitudinal designs to assess the durability of reforms, and critically examine the role of emerging tools such as artificial intelligence (AI) in language instruction. By integrating evidence across diverse educational contexts into a coherent multi-level framework, the study contributes a holistic perspective on improving EFL teaching in higher education.

Influence of Inquiry-Based Learning Practices on Soft-Skills Development among Junior School Learners in Nairobi County, Kenya

As education systems continue to embrace competency-based reforms, inquiry-based learning has become an increasingly important pedagogical strategy. It enhances active learner engagement and fosters understanding and essential soft skills. The implementation of inquiry-based learning within Kenya’s education system remains uneven despite its strong alignment with the Competency-Based Education, which emphasises learner-centred and skills-oriented pedagogy. The specific objective is to examine the influence of inquiry-based learning practices on soft skills development. The paper adopted a pragmatic research paradigm and employed a convergent parallel mixed-methods design, integrating quantitative and qualitative approaches. The quantitative data involved a sample size of 551 Grade 8 learners and 201 teachers, obtained for the survey using stratified simple random sampling.  Purposive sampling was used to sample 24 Head teachers for interviews. The quantitative data were analysed descriptively and by use of correlation and simple multiple regression. Qualitative data were analysed thematically using direct respondent quotations. The linear regression analysis showed that inquiry-based learning significantly and positively predicted students’ soft skills. Inquiry-based learning (IBL) significantly predicted soft skills development in both the teacher and learner models. In the teacher model, IBL had a statistically significant positive contribution to soft skills development (B = 0.199, β = 0.158, p = .023). In the learner model, IBL also significantly predicted soft skills development (B = 0.255, β = 0.288, p < .001) and emerged as the strongest predictor among the instructional strategies examined. These findings highlight the pivotal role of inquiry-based learning practices in shaping the outcome variable, indicating that pedagogical approaches that foster learner inquiry may significantly enhance the attainment of the desired educational outcomes. The qualitative findings established that in some cases, inquiry-based approaches were not consistently implemented but more effective where teachers were properly trained. Inquiry-based learning was identified as the most influential predictor of the outcome variable, highlighting its substantial contribution to the achievement of desired educational outcomes. The findings indicate the need for educators, curriculum developers, and policymakers to strengthen the integration of inquiry-driven instructional approaches.

Flipped classroom methodology and its effect on english language learning outcomes in higher education