Training of ICT for educational performance: A systematic review

Abstract

The purpose of this systematic literature review is to explore the role of digital competencies in teacher professional development and to identify research trends and future directions in this area, particularly in the context of the educational potential of Information and Communication Technologies (ICT). The review adhered to the PRISMA Statement Guidelines for Systematic Reviews and Meta-Analysis. It involved a comprehensive search of multiple databases, including ERIC, PubMed, Web of Science, Scopus, Emerald, and Taylor & Francis. The initial pool consisted of 169 studies, from which 23 were selected based on specific inclusion and exclusion criteria, thematic relevance, and the removal of duplicates. The majority of the selected studies utilized qualitative methodologies. The review revealed that digital competence is a significant challenge within the educational landscape. Most studies highlighted inadequacies in teacher training and insufficient ICT education, indicating a pressing need for enhanced digital competencies among educators. The findings pointed to a growing demand for ICT training and support to effectively integrate technology into teaching practices. The results suggest that educational institutions and policymakers should prioritize context-specific training and support for teachers in ICT competencies. By addressing the identified gaps in teacher training and providing targeted resources, it is possible to enhance the integration of technology in diverse learning environments, ultimately improving the quality of education and learning outcomes for students.