This scoping review maps recent empirical and conceptual literature on bibliotherapy in Nigerian secondary education, with attention to its value as a school-based counselling approach and as an intervention for adolescent aliteracy. Aliteracy refers to the conditions in which students can read but show little voluntary motivation to read. The review follows PRISMA-ScR and JBI scoping review guidance and covers literature published between 2016 and 2026 from open bibliographic databases, publisher platforms, ERIC, African and Nigerian journal repositories and institutional repositories. The evidence shows a divided field such that while one stream treats bibliotherapy as a counselling resource for emotional disturbance, depression, behaviour and character development, the other stream treats it as a reading-culture strategy mediated through school libraries, book discussions and literary engagement. These streams rarely converge into a structured school framework. Nigerian evidence is also limited by small-scale studies, weak geographic spread, limited reporting of text-selection criteria and inadequate attention to indigenous and culturally responsive African literature. The review concludes that bibliotherapy can support both reading development and adolescent wellbeing when English/literature teachers, teacher-librarians, counsellors, parents and policymakers collaborate around a developmental model. Bibliotherapy has been used or proposed in Nigerian secondary education as a counselling tool, a learning-support strategy and a school-library method for improving reading culture and behaviour. Future studies should move towards multi-site, culturally grounded and mixed-methods trials comparing print, digital and hybrid models.
According to the definition, gamification is the inclusion of elements from game design in a non-game educational environment. It can be claimed that gamification is one of the most popular pedagogical tools among researchers over the last decade; however, information on it is presented across different publications and is often scattered across disciplines, school levels, and geographical areas. The article presents a systematic literature review that is based on the PRISMA 2020 checklist. In total, 54 records were screened in accordance with the eligibility criteria, which required that gamification be the main intervention in the study and influence aspects such as engagement, motivation, satisfaction, cognitive engagement, or academic achievement; 42 studies met these criteria. The studies reviewed encompassed sectors such as basic education, universities, teacher training, special education, and business/technical education across 19 nations, with many studies from the Philippines and Southeast Asia. Gamification was regularly related to better interest and motivation of students, and when conditions were organized wisely, also good results in learning performance and cognitive engagement were shown; meanwhile, the impact of gamification on motivation and behavior of students was not as stable as the impact on cognition, with some studies showing any unwanted output in the shape of demotivation in students with low score when they come across leaderboards that are competitive. Elements used frequently include scores, badges, leaderboards, tests, and quizzes (Kahoot! Quizizz), with most materials grounded in self-determination theory. The article pinpoints issues related to the lack of a longitudinal approach and standardized measurement in research conducted in unfamiliar locations and offers practical suggestions for use when creating gamified studies.
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.
The rapid growth of digital technologies and blended learning has made digital reading a central component of higher education. Despite the increasing volume of research on digital reading, the literature remains fragmented. To address this gap, a systematic literature review was conducted, synthesising findings from 69 empirical studies published between 2010 and 2025, representing over 17,000 participants from 27 countries and involving undergraduate and postgraduate students, instructors, and librarians across multiple disciplines. The studies were identified through the Web of Science database and analysed using a thematic analysis approach. Five major themes emerged: digital reading comprehension and comparisons with print reading, digital reading behaviour and perceptions, digital reading competency, strategies for effective digital reading, and digital reading in special education and language learning contexts. The review indicates that digital reading outcomes are shaped by the interaction of learner competencies, cognitive demands, technological design, and institutional support rather than by the reading medium alone. The findings further suggest that print and digital reading serve complementary functions, with students often selecting each format according to the reading task, learning goals, and contextual demands. To enhance digital reading outcomes, the literature highlights the importance of digital literacy development, cognitive load management, effective interface design, and instructional and institutional support. By synthesising diverse strands of research, this review provides a comprehensive understanding of digital reading in higher education and offers practical implications for educators, instructional designers, and institutions seeking to improve their students’ reading comprehension, engagement, and learning outcomes in increasingly digital learning environments.
