Digital Teaching Innovation in Education: A Systematic Review
Keywords:
digital teaching innovation; sustainable digital transformation; systematic review; technology-enhanced learningAbstract
Amid rapid digital transformation in education, the framework for digital teaching innovation is fragmented, with inconsistent evidence of its mechanisms. This study, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, reviewed 43 empirical studies published between 2021 and 2025. After screening for clarity and rigor, it analyzed data on definitions, determinants, and strategies. The study concluded that digital teaching innovation is a systemic transformation, integrating advanced technology with redesigned teaching methods. Key determinants include technological infrastructure, teacher capabilities, and student and organizational environments. This review identified five pathways to boost teacher innovation: fostering innovative thinking, merging technology with teaching and subject knowledge, using student-centered methods, enhancing professional collaboration, and aligning the institutional ecosystem. While Technological Pedagogical Content Knowledge and Substitution, Augmentation, Modification, Redefinition models guide practice, most efforts focus on enhancement. To advance digital teaching innovation, invest in infrastructure, teacher skills, and leadership. Recommendations include: (1) creating discipline-specific professional development for Technological Pedagogical Content Knowledge integration; (2) addressing digital infrastructure equity; (3) implementing distributed leadership and collaboration; and (4) evaluating beyond technology use to include learning outcomes.
https://doi.org/10.26803/ijlter.24.12.36
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