Aug 2026· Jurnal Pembelajaran Bimbingan dan Pengelolaan Pendidikan· Vol 7, pp. 10· 0 citations· 17 references
TL;DR
Key directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.
Abstract
Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.
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
Reading literacy among Indonesian elementary school students remains relatively low, as reflected in Indonesia’s PISA 2022 reading score of 359, which is considerably below the OECD average. This condition underscores the urgent need for innovative, technology-based learning media, including interactive digital comics. Despite the increasing number of studies on digital learning media, systematic evidence specifically addressing interactive digital comics in Indonesian language learning for lower-grade elementary students remains limited. This study aimed to identify research trends, examine learning effectiveness, and map the strengths, limitations, and research gaps related to interactive digital comics published between 2020 and 2025. This study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Literature was collected from Google Scholar, Scopus, and ERIC databases. From 800 identified articles, 30 studies met the inclusion criteria after screening, eligibility assessment, and quality evaluation using the Mixed Methods Appraisal Tool (MMAT). Data were analyzed through thematic and narrative synthesis, supported by bibliometric mapping using VOSviewer. The findings revealed a significant increase in studies on interactive digital comics after 2021, particularly on Android- and web-based platforms integrated with multimedia features. Most studies reported positive effects on reading comprehension, vocabulary mastery, learning motivation, and student engagement. However, research gaps remain in longitudinal studies, large-scale experiments, local cultural integration, and the assessment of affective learning. Interactive digital comics demonstrate strong potential as multimodal learning media for elementary language education.
Indah Aviolita Herawati, A. Cahyani, S. Sudarmin et al.· Journal of Innovation and Re...· 0 citations
This study maps and synthesises global studies on information literacy (IL) development strategies and interventions in Senior High Schools (SHSs) to inform a context-sensitive framework for strengthening IL education in Ghana.
Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and the population–concept–context (PCC) framework, literature searches were conducted in Scopus, Education Resources Information Center and Google Scholar for studies published between 2006 and 2026. Following rigorous screening procedures, 87 peer-reviewed studies were included and analysed thematically.
The review revealed four dominant IL implementation strategies, namely: technology-mediated approaches, curriculum integration, training-based interventions and library-based instruction. Key barriers to effective IL implementation included limited information and communication technology infrastructure, low teacher capacity, curriculum overload, inadequate library resources and weak institutional and policy support. Drawing from the synthesised evidence, the study proposes a seven-pillar framework for strengthening IL in Ghanaian SHSs, emphasising curriculum integration, teacher capacity building, librarian involvement, institutional collaboration, assessment and sustainability.
The review was limited to English-language peer-reviewed publications, which may have excluded relevant studies published in other languages.
The findings provide practical guidance for policymakers, educators, librarians and school administrators seeking to strengthen IL competencies in SHSs. The proposed framework offers flexible and scalable recommendations that schools can adapt using existing institutional resources while advocating for broader systemic support.
The study proposed seven-pillar framework provides a context-sensitive and adaptable model that bridges the gap between global best practices and implementation realities in low-resource educational environments.
P. Kankam, Monica Mensah Danquah, A. Osei-Tutu et al.· Reference Services Review· 0 citations
A systematic literature review of CDL in educational contexts finds five gaps are identified, concerning measurement instruments, the functional-versus-critical divide, affective dimensions, institutional barriers, and generative AI, with future directions proposed.
A. R. Islami, Ade Gafar Abdullah, Dadang Lukman Hakim et al.· Jurnal Pembelajaran Bimbinga...· 0 citations
The integration of Information and Communication Technologies (ICT) into face-to-face compulsory education has accelerated globally, but the conceptual definition and pedagogical application of Digital Education (DE) remain unclear. This systematic review explores how DE is defined, implemented, and assessed in in-person primary and secondary school settings. Guided by PRISMA methodology, 33 peer-reviewed empirical studies published between January 2012 and June 2025 were selected from Scopus and Web of Science, and through reference checking. Methodological quality and potential sources of bias were appraised using the Mixed Methods Appraisal Tool (MMAT), and that appraisal informed the interpretation of the evidence. The results indicate significant ambiguity surrounding the term DE, which is often conflated with ICT use or digital competence. While many studies report positive outcomes in student engagement and basic skill acquisition, few articulate clear operational frameworks or pedagogical strategies for effective implementation. DE is predominantly applied to low-cognitive-demand tasks and is underused in promoting deeper learning. Key barriers include insufficient teacher training, fragmented educational policies, and infrastructural limitations. Nonetheless, when digital tools are intentionally combined with pedagogical goals—such as personalized instruction, learner autonomy, and content creation—DE demonstrates potential to improve motivation and support achievement. The findings suggest that well-designed DE can contribute to educational sustainability by strengthening learning opportunities, supporting equity and inclusion, and advancing Sustainable Development Goal 4 (Quality Education), but they also highlight the need for coherent policies, teacher training, and equitable access to digital resources.
Héctor Martínez García, Marta Rubio Gómez-Cadiñanos, T. García et al.· Sustainability· 0 citations
Scientific literacy constitutes a core dimension of Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional competence and directly influences the quality of STEM education. Despite its recognized importance, efforts to strengthen STEM teachers’ scientific literacy remain constrained by persistent practical challenges and a fragmented knowledge base. This study employs a systematic literature review (SLR) to synthesize evidence on effective strategies and prevailing barriers. Using a structured search and screening process in Scopus and Web of Science (WoS), twenty-nine studies were selected in strict accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, ensuring a rigorous approach to literature inclusion and evaluation. Four principal strategies for enhancing STEM teachers’ scientific literacy were identified: thematic workshops, Professional Learning Communities (PLCs), mentoring models, and curriculum-integrated, context-based project initiatives. These approaches promote development through sustained collaboration, situated practice, and interdisciplinary integration. However, four interrelated challenges continue to impede progress: limited time for professional development due to heavy instructional workloads; rapid technological change that outpaces teachers’ updating capacity; restricted access to high-quality instructional materials and laboratory resources; and the lack of validated, context-sensitive assessment instruments. The findings highlight that improving STEM teachers’ scientific literacy requires a coordinated, systemic framework rather than isolated interventions. Institutional support, sustained resource investment, cross-sector collaboration, and robust evaluation mechanisms are essential to strengthening teacher competence and advancing STEM education quality. By integrating dispersed evidence, this review advances existing knowledge by overcoming the fragmentation of the field, establishing a novel conceptual bridge between pedagogical interventions and systemic barriers, and providing a comprehensive evidence base to inform the design of sustainable professional development policies and practices for enhancing STEM teachers’ scientific literacy.
Jia-Huan Yu, Kamisah Osman, Nurazidawati Mohamad Arsad· The International Journal of...· 0 citations