Digital Technology Integration for Quality and Sustainable Science Education: A Systematic Review of Teacher Competence, Pedagogical Design, and Student Learning Outcomes

Abstract

Digital technology integration has become increasingly important in science education, particularly in efforts to support quality and sustainable learning environment. This systematic review examines how digital technologies are integrated into science education and identifies the roles of teacher competence, pedagogical design, learning outcomes, and contextual conditions. A systematic search of the Scopus database using PRISMA informed procedures identified 136 records; of which 38 studies were included after screening and eligibility assessment. The findings were synthesized into four themes: teacher competence, pedagogical design, learning outcomes, and implementation conditions. The synthesis indicated that digital technologies can support science learning by enhancing visualization, inquiry, engagement, and collaboration when aligned with appropriate pedagogical strategies and supported by adequate implementation conditions. However, technology integration does not automatically produce improved learning outcomes, as its effectiveness depends on teacher readiness, instructional design, infrastructure, and equity of access. The review concludes that digital technology functions as an enabling condition for sustainable science education rather than an independent determinant of learning outcomes