2026· International journal of research and innovation in social science· Vol 10, pp. 13888-13906· 0 citations
Abstract
This study aimed to synthesise empirical evidence on the internal and external factors influencing the development of teachers' global competence through a systematic literature review guided by the ROSES protocol, the PRISMA 2020 reporting guidelines, and the PICo framework. Global competence is increasingly recognised as essential in twenty-first-century teacher education. However, the existing literature tends to examine the internal and external factors influencing its development in isolation, without an integrated synthesis. A literature search was conducted using the Scopus database for studies published between 2020 and 28 June 2026, which identified 421 initial records. Following the screening, eligibility assessment, and quality appraisal processes using the Mixed Methods Appraisal Tool (MMAT) 2018, 38 articles were included in the final synthesis. Inductive thematic analysis generated two main themes, namely Internal Factors and External Factors, encompassing ten subthemes. External factors were more frequently reported in the literature, with Policy and Curriculum (50.0%) and Pedagogy and Classroom Practices (47.4%) emerging as the most dominant subthemes. Among the internal factors, Attitudes, Beliefs, and Values (44.7%) and Professional Identity and Dispositions (34.2%) were the most prominent. In contrast, Self-Efficacy and Confidence, as well as Motivation and Readiness, remained relatively underexplored. This review identified theoretical, methodological, measurement, and contextual gaps, particularly the absence of an integrated framework explaining the interaction between internal and external factors, and the limited empirical evidence concerning the translation of global competence into teachers' professional practices. Studies conducted in Malaysia and Southeast Asia also remain underrepresented. The findings have implications for the development of teacher global competence models and the design of teacher education programmes, professional development initiatives, and curriculum policies that are more contextually relevant to the demands of global education.
This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.
Nelson Rafael Toncel Herrera, Ángel Alfonso Jiménez Sierra· Frontiers in Education· 0 citations
Writing competence is an essential component of learning in primary education and requires pedagogical strategies supported by scientific evidence. This study aimed to synthesize the strategies used to develop writing competence through a systematic review of studies published between 2020 and 2025. The PRISMA 2020 guidelines were followed, and methodological quality was assessed using the Mixed Methods Appraisal Tool. The search was conducted in Scopus, Web of Science, ERIC, and ScienceDirect, resulting in the selection of 12 studies. The thematic synthesis made it possible to identify three convergence clusters: explicit instruction and self-regulation, peer interaction with technological mediation, and differentiated interventions according to student development. The findings show that the most effective strategies integrate cognitive, metacognitive, and collaborative processes through systematic teacher mediation. It is concluded that the development of writing competence requires comprehensive, progressive, and contextualized pedagogical approaches.
Introduction Teacher quality is widely recognized as a key determinant of educational quality and student learning outcomes. Consequently, improving teacher quality has become a central focus of education policies worldwide. However, evidence regarding the effectiveness of these policies and the challenges associated with their implementation remains fragmented. This study systematically reviews the development of research, policy types, effectiveness, and implementation challenges related to teacher quality improvement policies by addressing four research questions (RQ1–RQ4). Methods A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were retrieved from the Scopus database using predefined search terms. Of the 70 records initially identified, 25 studies met the inclusion criteria and were analyzed through thematic synthesis to address the research questions. Results Research on teacher quality improvement policies has expanded considerably, particularly during 2023–2026 (RQ1). The identified policies were categorized into four main areas: continuous professional development, collaborative practice-based approaches, digital competency enhancement, and academic supervision and quality management (RQ2). Most studies reported positive outcomes, especially for lesson study, professional development programs, and academic supervision initiatives. Nevertheless, the evidence is largely based on short-term studies, limiting conclusions regarding long-term effectiveness (RQ3). Major implementation challenges include the digital divide, inadequate infrastructure, limited institutional support, and unequal access to professional development opportunities, particularly in rural and developing-country contexts (RQ4). Conclusion Teacher quality improvement policies demonstrate considerable potential to enhance professional competence and instructional quality. However, stronger empirical evidence from longitudinal and controlled studies, together with more equitable implementation strategies, is needed to ensure sustainable and inclusive policy outcomes.
Mukmin, Suryadi, Fakhrudin et al.· F1000Research· 0 citations
This study identifies, classifies, and synthesizes the determinants of sustainable behavior among university students and develops an integrative explanation of how these determinants interact. In this review, sustainable behavior is used as an umbrella analytical term encompassing closely related pro-environmental and green behavioral outcomes reported in the reviewed literature, while recognizing conceptual differences in breadth and emphasis. A Systematic Literature Review was reported using the PRISMA framework. Seven overlapping Scopus searches covering publications from 2016 to 2026 yielded 219 records. After duplicate removal and screening, 105 reports were selected for full-text retrieval; 40 reports without DOIs could not be retrieved via the available access routes for the review team, and 65 studies were included in the final synthesis. Thematic synthesis was researcher-led, while the Watase Uake System was used only to support reference organization, extracted data management, and preliminary theme mapping. The synthesis identifies four interrelated domains shaping students’ sustainable behavior: psychological, social, educational, and institutional factors. Environmental knowledge, environmental attitudes, subjective norms, personal values, self-efficacy, and institutional support emerge as recurrent determinants. Beyond summarizing these determinants, this review proposes an integrative multilevel framework in which institutional context and educational processes shape social and psychological mechanisms, while institutional support and green campus infrastructure function as enabling conditions that facilitate or constrain the translation of sustainable intentions into actual behavior. The framework provides a systemic behavioral ecosystem perspective for understanding environmentally oriented sustainable behavior in higher education.
Dewi Kusuma Wardani, M. Sabandi, Amelia Wanda Dhabitah· Journal of Economics Educati...· 0 citations
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.
This study aims to synthesize the existing literature on the role of perceived educational quality in shaping higher education intentions. A Systematic Literature Review (SLR) approach based on the PRISMA framework was employed. A total of 155 articles were identified, and 78 articles published between 2020 and 2025 met the inclusion criteria and were analyzed. The findings indicate that perceived educational quality is a multidimensional construct consisting of teaching quality, service quality, institutional reputation, academic environment, student–faculty interaction, and graduate employability, all of which contribute to students’ intentions to pursue higher education. The review further reveals that previous studies have produced inconsistent findings regarding the most influential dimensions of educational quality, resulting in fragmented theoretical understanding. This study addresses this gap by providing a comprehensive synthesis of the existing evidence and identifying key dimensions that consistently influence higher education intentions across different contexts. The findings contribute to the development of a more integrated conceptual framework and offer practical insights for higher education institutions in designing effective recruitment, marketing, and student retention strategies.
Riski Baroroh, Elly Purwanti, Dwi Priyo Utomo et al.· West Science Journal Economi...· 0 citations
