The Future Classroom: Analyzing the Integration and Impact of Digital Technologies in Science Education

Erum Farooq; Erum Zaidi; Muhammad Meeran Ali Shah

doi:10.36312/esaintika.v8i2.1957

Authors

Erum Farooq University of Karachi
Erum Zaidi Loyalist Collage Belleville
Muhammad Meeran Ali Shah Sichuan Normal University

DOI:

https://doi.org/10.36312/esaintika.v8i2.1957

Keywords:

Digital Technologies in Education, Science Education, Educational Technology Integration, Bibliometric Analysis, Systematic Literature Review

Abstract

The present study is a systematic and bibliometric literature review aimed at evaluating the incorporation of digital technologies in science education and their subsequent impacts. The review exclusively utilizes the Scopus database and covers literature from January 2019 to December 2023. The primary focus is on empirical studies that investigate the use of digital technologies in science education and their effects on educational outcomes such as student engagement, motivation, and academic performance. Notably, the key findings reveal a significant increase in the number of publications during this period, indicating a growing interest in the role of digital technologies in enhancing science education. The review corroborates the transformation of science education through digital technologies such as augmented reality (AR), virtual reality (VR), and blended learning environments, which have made learning more interactive, personalized, and accessible. However, challenges such as the digital divide, resistance from educators, and the need for continuous professional development persist. These challenges emphasize the importance of strategies to enhance digital literacy among educators and promote equitable access to technology. The review recommends the development of comprehensive training programs for educators, ensuring that all students have access to the necessary digital tools, and maintaining robust data protection measures. By addressing these issues, the integration of digital technologies in science education can be optimized, resulting in enhanced educational outcomes and better preparation of students for a technology-driven world.

Downloads

Download data is not yet available.

References

Abuya, T. K., Mochama, O. E., & Makworo, E. O. (2021). Social media: An impediment or inspiration to implementation of a digital literacy program in Kisii county, Kenya. Journal of Technology and Information, 12(2), 129–142. https://doi.org/10.5507/jtie.2020.017

Adara, R. A., Budiman, R., Puspahaty, N., & Yanti, S. D. (2022). Using Digital Storytelling to Reduce Demotivation during Covid-19 Pandemic: A Conceptual Study. SALEE: Study of Applied Linguistics and English Education, 3(2), 230–243. https://doi.org/10.35961/salee.v3i2.506

Agaltsova, D. V., & Milyaeva, L. V. (2021). Pandemic challenges for educators: Transition from physical to digital classroom. SHS Web of Conferences, 127, 03001. https://doi.org/10.1051/shsconf/202112703001

Aguilar, D., & Pifarre Turmo, M. (2019). Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review. Frontiers in Psychology, 10, 1474. https://doi.org/10.3389/fpsyg.2019.01474

Aini, Q. (2019). Understanding How Gamification Influences Behaviour in Education. International Journal of Advanced Trends in Computer Science and Engineering, 8(1.5), 269–274. https://doi.org/10.30534/ijatcse/2019/4781.52019

Alabdulkarim, L. (2021). University health sciences students rating for a blended learning course framework. Saudi Journal of Biological Sciences, 28(9), 5379–5385. https://doi.org/10.1016/j.sjbs.2021.05.059

AlMuraie, E. A., Algarni, N. A., & Alahmad, N. Sh. (2021). Upper-secondary school science teachers’ perceptions of the integrating mechanisms and importance of stem education. Journal of Baltic Science Education, 20(4), 546–557. https://doi.org/10.33225/jbse/21.20.546

Al-Ramahi, N., & Odeh, M. (2020). The Impact of Innovative Technology on the Quality Assurance at Higher Education Institutions in Developing Countries: A Case Study of Jordan. International Journal of Information and Education Technology, 10(11), 826–831. https://doi.org/10.18178/ijiet.2020.10.11.1465

Alshamrani, K. M., Ghulam, E. M., Alattas, M., Aljaddani, H., Alhakami, M., Al Nufaiei, Z. F., & Althaqafy, M. S. (2023). Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: A cross-sectional study. Frontiers in Medicine, 10, 1257589. https://doi.org/10.3389/fmed.2023.1257589

Anderson, S. E., & Putman, R. S. (2020). Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology. Journal of Special Education Technology, 35(1), 37–50. https://doi.org/10.1177/0162643419836409

An?i?, B., Šorgo, A., Steševi?, D., & Lavicza, Z. (2022). The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), em2140. https://doi.org/10.29333/ejmste/12239

Andreasyan, A., & Balyakin, A. (2022). Transformation of education through Big Data: Digital twins case study. Journal of Physics: Conference Series, 2210(1), 012003. https://doi.org/10.1088/1742-6596/2210/1/012003

Asrizal, A., N, A., Festiyed, F., Ashel, H., & Amnah, R. (2023). STEM-integrated physics digital teaching material to develop conceptual understanding and new literacy of students. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2289. https://doi.org/10.29333/ejmste/13275

Badar, F. (2019). Extending openness in education support services for out-of-school children in underprivileged circumstances. 18–7. https://doi.org/10.29007/9c52

Bigdeli, S., Hosseinzadeh, Z., Dehnad, A., Sohrabi, Z., Aalaa, M., Haghani, F., & Atlasi, R. (2023). Underpinning Learning Theories of Medical Educational Games: A Scoping Review. Medical Journal of The Islamic Republic of Iran (MJIRI), 37(1), 196–202. https://doi.org/10.47176/mjiri.37.26

Bockshecker, A., Ebner, K., & Smolnik, S. (2022). Technology-Enhanced Learning Environments and Adaptive Learning Systems – Development of Functionality Taxonomies. Hawaii International Conference on System Sciences. https://doi.org/10.24251/HICSS.2022.007

Boronenko, T. A., Kaisina, A. V., & Fedotova, V. S. (2022). Characteristics of professional competencies of computer science teacher in digital learning environment: Digital competence. Perspectives of Science and Education, 57(3), 680–698. https://doi.org/10.32744/pse.2022.3.39

Bosova, L., Chekin, A., Borisova, Y., Oleynikova, M., & Fedosov, A. (2021). Elementary school in the conditions of digital transformation of the education system. SHS Web of Conferences, 98, 05023. https://doi.org/10.1051/shsconf/20219805023

Botes, W. (2022). Pre-Service Teachers’ Experiences on the Development of Educational Science Board Games. European Journal of STEM Education, 7(1), 02. https://doi.org/10.20897/ejsteme/11784

Budnyk, O. (2019). Theoretical Principles of Using Steam-Technologies in the Preparation of the Teacher of the New Ukrainian School. Journal of Vasyl Stefanyk Precarpathian National University, 5(1), 23–30. https://doi.org/10.15330/jpnu.5.1.23-30

Cheng, Y.-P., Huang, C.-H., & Hsu, L. C. (2021). Research Trends in Educational Technology: A Review of Studies Published in Five Social Science Citation Indexed Journals From 2010 to 2019. International Journal of Technology and Human Interaction, 18(1), 1–14. https://doi.org/10.4018/IJTHI.293191

Choi, H., Chung, S.-Y., & Ko, J. (2021). Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea. Sustainability, 13(10), 5480. https://doi.org/10.3390/su13105480

Chusni, M. M., Saputro, S., Rahardjo, S. B., & Suranto, S. (2021). Student’s Critical Thinking Skills Through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter. European Journal of Educational Research, volume–10–2021(volume–10–issue–3–july–2021), 1123–1135. https://doi.org/10.12973/eu-jer.10.3.1123

Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). https://doi.org/10.19173/irrodl.v18i5.3096

Czerwonogora, A., & Rodés, V. (2019). PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research. Open Praxis, 11(4), 381. https://doi.org/10.5944/openpraxis.11.4.1024

Davies, R. S. (2011). Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration. TechTrends, 55(5), 45–52. https://doi.org/10.1007/s11528-011-0527-3

De Koff, J. P. (2021). Utilizing teaching technologies for higher education in a post?COVID?19 environment. Natural Sciences Education, 50(1), e20032. https://doi.org/10.1002/nse2.20032

Donham, C., Barron, H. A., Alkhouri, J. S., Changaran Kumarath, M., Alejandro, W., Menke, E., & Kranzfelder, P. (2022). I will teach you here or there, I will try to teach you anywhere: Perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic. International Journal of STEM Education, 9(1), 19. https://doi.org/10.1186/s40594-022-00335-1

Erickson, M., & Wattiaux, M. A. (2021). Practices and perceptions at the COVID?19 transition in undergraduate animal science courses. Natural Sciences Education, 50(1), e20039. https://doi.org/10.1002/nse2.20039

Farida, F., Aspat Alamsyah, Y., & Suherman, S. (2023). Assessment in Educational Context: The Case of Environmental Literacy, Digital Literacy, and its Relation to Mathematical Thinking Skill. Revista de Educación a Distancia (RED), 23(76). https://doi.org/10.6018/red.552231

Federkeil, L., Heinschke, F., Jungmann, T., & Klapproth, F. (2020). Teachers experiences of stress and their coping strategies during COVID - 19 induced distance teaching. Journal of Pedagogical Research, 4(4), 444–452. https://doi.org/10.33902/JPR.2020062805

Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. https://doi.org/10.1177/1469787418801702

Gaber, H. A., EL-Moneim, E. F. A., & Eldesokey, A. S. (2022). The effect of blended learning of the maternity course on academic student’s achievements and satisfaction. International Journal of Health Sciences, 6(Special Issue 4), 5978–6003. https://doi.org/10.53730/ijhs.v6nS4.10603

Gafurov, I. (2021). Editorial: Contemporary mission of large universities in teacher education. Education & Self Development, 16(3), 152–157. https://doi.org/10.26907/esd.16.3.21

García-Martín, J., Rico, R., & García-Martín, S. (2023). The Perceived Self-Efficacy of Teachers in the Use of Digital Tools during the COVID-19 Pandemic: A Comparative Study between Spain and the United States. Behavioral Sciences, 13(3), 213. https://doi.org/10.3390/bs13030213

Gebremeskel, Y. (2020). School Management in the Midst of Educational Technology Advancement. European Journal of Teaching and Education, 2(1). https://doi.org/10.33422/EJTE.2020.01.15

Glukhov, P., Deryabin, A., & Popov, A. (2021). Data Literacy as a meta-skill: Options for Data Science curriculum implementation. SHS Web of Conferences, 98, 05006. https://doi.org/10.1051/shsconf/20219805006

Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A., & Darnon, C. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature Human Behaviour, 5(10), 1273–1281. https://doi.org/10.1038/s41562-021-01212-7

Gouseti, A. (2017). Exploring doctoral students’ use of digital technologies: What do they use them for and why? Educational Review, 69(5), 638–654. https://doi.org/10.1080/00131911.2017.1291492

Grevtsov, K., Kadeeva, O., Syritsyna, V., Ilchenko, O., & Belov, A. (2021). Digitalization of environmental education is the trend of its modernization and reform. E3S Web of Conferences, 258, 10011. https://doi.org/10.1051/e3sconf/202125810011

Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085

Ha, C. T., Thao, T. T. P., Trung, N. T., Huong, L. T. T., Dinh, N. V., & Trung, T. (2020). A Bibliometric Review of Research on STEM Education in ASEAN: Science Mapping the Literature in Scopus Database, 2000 to 2019. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), em1889. https://doi.org/10.29333/ejmste/8500

Halili, S. H., & Sulaiman, S. (2021). Students’ perception to integrate education 4.0 in Science program. Multidisciplinary Journal for Education, Social and Technological Sciences, 8(1), 45. https://doi.org/10.4995/muse.2021.14768

Hashim, S., Omar, M. K., Jalil, H. A., & Sharef, N. M. (2022). Trends on Technologies and Artificial Intelligence in Education for Personalized Learning: Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 11(1), 884–903.

Henne, A., Möhrke, P., Thoms, L.-J., & Huwer, J. (2022). Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework. Education Sciences, 12(5), 356. https://doi.org/10.3390/educsci12050356

Hennerley, J., Dickinson, M., & Jiang, M. (2017). Augmented Reality Enhanced Human Robot Interaction for Social Robots as e-Learning Companions. Electronic Visualisation and the Arts (EVA 2017). https://doi.org/10.14236/ewic/HCI2017.98

Hodam, H., Rienow, A., & Juergens, C. (2022). Developing and Evaluating Simplified Tools for Image Processing in a Problem-Based Learning Environment for Earth Observation. PFG – Journal of Photogrammetry, Remote Sensing and Geoinformation Science, 90(5), 439–456. https://doi.org/10.1007/s41064-022-00211-1

Hong, A. L., & Hua, T. K. (2020). A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends. International Journal of Learning, Teaching and Educational Research, 19(11), 41–52. https://doi.org/10.26803/ijlter.19.11.3

Hosseini, H., Hartt, M., & Mostafapour, M. (2019). Learning IS Child’s Play: Game-Based Learning in Computer Science Education. ACM Transactions on Computing Education, 19(3), 1–18. https://doi.org/10.1145/3282844

Hrynevych, L., Morze, N., Vember, V., & Boiko, M. (2021). Use of digital tools as a component of STEM education ecosystem. Educational Technology Quarterly, 2021(1), 118–139. https://doi.org/10.55056/etq.24

Jamali, S. M., Ale Ebrahim, N., & Jamali, F. (2023). The role of STEM Education in improving the quality of education: A bibliometric study. International Journal of Technology and Design Education, 33(3), 819–840. https://doi.org/10.1007/s10798-022-09762-1

Jantjies, M., Moodley, T., & Maart, R. (2018). Experiential learning through Virtual and Augmented Reality in Higher Education. Proceedings of the 2018 International Conference on Education Technology Management, 42–45. https://doi.org/10.1145/3300942.3300956

Jeong, J. S., González-Gómez, D., & Cañada-Cañada, F. (2019). Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme. Sustainability, 11(11), 3079. https://doi.org/10.3390/su11113079

Jeong, J. S., González-Gómez, D., Conde-Núñez, M. C., Sánchez-Cepeda, J. S., & Yllana-Prieto, F. (2021). Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment. Education Sciences, 11(2), 78. https://doi.org/10.3390/educsci11020078

Jia, X., Jung, J., & Ottenbreit-Leftwich, A. (2018). Learning Technology Integration From a Service-Learning Project: Connecting Preservice Teachers to Real-World Problems. Journal of Experiential Education, 41(3), 261–276. https://doi.org/10.1177/1053825917738269

Kalimullina, O., Tarman, B., & Stepanova, I. (2020). Education in the Context of Digitalization and Culture: Evolution of the Teacher’s Role, Pre-pandemic Overview. Journal of Ethnic and Cultural Studies, 8(1), 226–238. https://doi.org/10.29333/ejecs/629

Kamahina, R. S., Yakovenko, T. V., & Daibova, E. V. (2019). Teacher’s Readiness to Work under the Conditions of Educational Space Digitalization. International Journal of Higher Education, 8(7), 79. https://doi.org/10.5430/ijhe.v8n7p79

Kameneva, T. (2020). Didactics of digital century: Issues and trends of e-learning development. Physical and Mathematical Education, 26(4). https://doi.org/10.31110/2413-1571-2020-026-4-002

Keengwe, J., & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers. Early Childhood Education Journal, 37(3), 209–218. https://doi.org/10.1007/s10643-009-0341-0

Khudhair, A., Ghazi, M., Ahmed, M., Kzar, M., Kzar, M., Alhsnawy, F., Jawoosh, H., & Hamza, D. (2024). Impact of Digital Competence on the Teaching of Sports Education Curricula in IRAQI Civil Universities. Education Journal, 13(2), 77–82. https://doi.org/10.11648/j.edu.20241302.14

Kim, M. K., & McCarthy, K. S. (2021). Improving summary writing through formative feedback in a TECHNOLOGY?ENHANCED learning environment. Journal of Computer Assisted Learning, 37(3), 684–704. https://doi.org/10.1111/jcal.12516

Kinshuk, Chen, N.-S., Cheng, I.-L., & Chew, S. W. (2016). Evolution Is not enough: Revolutionizing Current Learning Environments to Smart Learning Environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581. https://doi.org/10.1007/s40593-016-0108-x

Kinshuk, & Huang, R. (Eds.). (2015). Ubiquitous Learning Environments and Technologies. Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-44659-1

Kordigel-Aberšek, M., & Aberšek, B. (2013). A reading curriculum for the homo zappiens generation: New challenges, new goals. Journal of Baltic Science Education, 12(1), 92–106. https://doi.org/10.33225/jbse/13.12.92

Kossybayeva, U., Shaldykova, B., Akhmanova, D., & Kulanina, S. (2022). Improving teaching in different disciplines of natural science and mathematics with innovative technologies. Education and Information Technologies, 27(6), 7869–7891. https://doi.org/10.1007/s10639-022-10955-3

Kovatcheva, E., & Koleva, M. (2022). STEAME Model in Action: Challenges and Solutions in Mastering the Digital Culture. In M. Mahruf C. Shohel (Ed.), E-Learning and Digital Education in the Twenty-First Century. IntechOpen. https://doi.org/10.5772/intechopen.97239

Kožuh, A., Maksimovi?, J. Ž., & Zaji?, J. O. (2021). Fourth Industrial Revolution and digital competences of teachers. World Journal on Educational Technology: Current Issues, 13(2), 160–177. https://doi.org/10.18844/wjet.v13i2.5651

Kumi?Yeboah, A., Kim, Y., & Armah, Y. E. (2023). Strategies for overcoming the digital divide during the COVID ?19 pandemic in higher education institutions in Ghana. British Journal of Educational Technology, 54(6), 1441–1462. https://doi.org/10.1111/bjet.13356

Kupchina, E. (2021, January 19). Higher education in the era of global digitalization: Main trends and development prospects. Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. https://doi.org/10.51508/intcess.2021141

Lazar, I., Panisoara, G., & Panisoara, I.-O. (2020). Adoption of digital storytelling tool in natural sciences and technology education by pre-service teachers using the technology acceptance model. Journal of Baltic Science Education, 19(3), 429–453. https://doi.org/10.33225/jbse/20.19.429

Lemu, H. G., & Mikkelsen, O. (2021). Experience in Use of 3D Printing in Engineering Education at University of Stavanger. Nordic Journal of STEM Education, 5(1). https://doi.org/10.5324/njsteme.v5i1.3934

Li, C., & Phongsatha, T. (2022). Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China. PLOS ONE, 17(12), e0270939. https://doi.org/10.1371/journal.pone.0270939

Lindsay, S. M. (2021). Integrating microscopy, art, and humanities to power STEAM learning in biology. Invertebrate Biology, 140(1), e12327. https://doi.org/10.1111/ivb.12327

Lowrie, T., & Larkin, K. (2020). Experience, represent, apply (ERA): A heuristic for digital engagement in the early years. British Journal of Educational Technology, 51(1), 131–147. https://doi.org/10.1111/bjet.12789

Lybeck, R., Koiranen, I., & Koivula, A. (2023). From digital divide to digital capital: The role of education and digital skills in social media participation. Universal Access in the Information Society. https://doi.org/10.1007/s10209-022-00961-0

Männistö, M., Mikkonen, K., Kuivila, H., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2020). Digital collaborative learning in nursing education: A systematic review. Scandinavian Journal of Caring Sciences, 34(2), 280–292. https://doi.org/10.1111/scs.12743

Martyniuk, O. O., Martyniuk, O. S., Pankevych, S., & Muzyka, I. (2021). Educational direction of STEM in the system of realization of blended teaching of physics. Educational Technology Quarterly, 2021(3), 347–359. https://doi.org/10.55056/etq.39

Mayes, R., Natividad, G., & Spector, J. (2015). Challenges for Educational Technologists in the 21st Century. Education Sciences, 5(3), 221–237. https://doi.org/10.3390/educsci5030221

McGarr, O., & Johnston, K. (2021). Exploring the Evolution of Educational Technology Policy in Ireland: From Catching-Up to Pedagogical Maturity. Educational Policy, 35(6), 841–865. https://doi.org/10.1177/0895904819843597

McMenamin, P. G., Quayle, M. R., McHenry, C. R., & Adams, J. W. (2014). The production of anatomical teaching resources using three?dimensional (3D) printing technology. Anatomical Sciences Education, 7(6), 479–486. https://doi.org/10.1002/ase.1475

Mech, A., Rosenberger, D., Fanning, P., Riggins, J. J., Aukema, B., & Hartshorn, J. (2022). There’s an app for that: Teaching entomology in the online age. Natural Sciences Education, 51(2), e20081. https://doi.org/10.1002/nse2.20081

Mercier, E. M., Higgins, S. E., & Joyce-Gibbons, A. (2016). The effects of room design on computer-supported collaborative learning in a multi-touch classroom. Interactive Learning Environments, 24(3), 504–522. https://doi.org/10.1080/10494820.2014.881392

Messadi, T., Newman, W. E., Braham, A., & Nutter, D. (2018). Cyber-Innovation in the STEM Classroom, a Mixed Reality Approach. Creative Education, 09(15), 2385–2393. https://doi.org/10.4236/ce.2018.915179

Mikropoulos, T. A., & Iatraki, G. (2023). Digital technology supports science education for students with disabilities: A systematic review. Education and Information Technologies, 28(4), 3911–3935. https://doi.org/10.1007/s10639-022-11317-9

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Mohd Tahir, Z., Haron, H., & Kaur, J. (2018). Ubiquitous Learning Environment and Technologies: A Review. International Journal of Engineering & Technology, 7(3.15), 31. https://doi.org/10.14419/ijet.v7i3.15.17402

Moral, S. V., & De Benito, B. (2021). An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review. Journal of New Approaches in Educational Research, 10(2), 234. https://doi.org/10.7821/naer.2021.7.646

Moran, J., Briscoe, G., & Peglow, S. (2018). Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care. Academic Psychiatry, 42(6), 796–799. https://doi.org/10.1007/s40596-018-0946-y

Muhaimin, Asrial, Habibi, A., Mukminin, A., & Hadisaputra, P. (2020). Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province. Heliyon, 6(8), e04631. https://doi.org/10.1016/j.heliyon.2020.e04631

Murcia, K., Campbell, C., & Aranda, G. (2018). Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies. Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.858

Mustafa, N., Ismail, Z., Tasir, Z., & Mohamad Said, M. N. H. (2016). A Meta-Analysis on Effective Strategies for Integrated STEM Education. Advanced Science Letters, 22(12), 4225–4228. https://doi.org/10.1166/asl.2016.8111

Myyry, L., Kallunki, V., Katajavuori, N., Repo, S., Tuononen, T., Anttila, H., Kinnunen, P., Haarala-Muhonen, A., & Pyörälä, E. (2022). COVID-19 Accelerating Academic Teachers’ Digital Competence in Distance Teaching. Frontiers in Education, 7, 770094. https://doi.org/10.3389/feduc.2022.770094

Naseri, R. N. N., Abdullah, R. N. R., & Esa, M. M. (2023). The Effect of Gamification on Students’ Learning. International Journal of Academic Research in Progressive Education and Development, 12(1), 792–797.

Nikolov, R., Shoikova, E., Krumova, M., Kovatcheva, E., Dimitrov, V., & Shikalanov, A. (2016). Learning in a Smart City Environment. Journal of Communication and Computer, 13(7). https://doi.org/10.17265/1548-7709/2016.07.003

Nursyahidin, R., Rohman, A., & Febriyanti, N. (2021). Learning Innovation of Islamic Education in Covid-19 Pandemic. Jurnal Pendidikan Agama Islam, 18(1), Article 1. https://doi.org/10.14421/jpai.2021.181-08

Omonayajo, B., Al-Turjman, F., & Cavus, N. (2022). Interactive and innovative technologies for smart education. Computer Science and Information Systems, 19(3), 1549–1564.

Pajari, J., Sormunen, M., Salminen, L., Vauhkonen, A., Aura, S., Koskinen, M., Mikkonen, K., Kääriäinen, M., & Saaranen, T. (2022). The Appearance of Digital Competence in the Work of Health Sciences Educators: A Cross-sectional Study. CIN: Computers, Informatics, Nursing, 40(9), 624–632. https://doi.org/10.1097/CIN.0000000000000930

Pedrosa, S. M. P. D. A., & Tortori, T. R. D. A. (2014). Digital Didactics and Science Centres: An Innovative Proposal. ECPS - Educational, Cultural and Psychological Studies, 10, 177–187. https://doi.org/10.7358/ecps-2014-010-pedr

Pongsakdi, N., Kortelainen, A., & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26(5), 5041–5054. https://doi.org/10.1007/s10639-021-10439-w

Ramaila, S. (2021). Technology integration in natural sciences teaching and learning in south african township schools. Education and New Developments 2021, 102–105. https://doi.org/10.36315/2021end022

Rasalingam, R.-R., Muniandy, B., & Rasalingam, R. R. (2014). Exploring the Application of Augmented Reality Technology in Early Childhood Classroom in Malaysia. IOSR Journal of Research & Method in Education (IOSRJRME), 4(5), 33–40. https://doi.org/10.9790/7388-04543340

Richards, S. (2023). Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic. Medical Science Educator, 33(2), 465–480. https://doi.org/10.1007/s40670-023-01762-7

Romero-García, C., Buzón-García, O., & De Paz-Lugo, P. (2020). Improving Future Teachers’ Digital Competence Using Active Methodologies. Sustainability, 12(18), 7798. https://doi.org/10.3390/su12187798

Ronzhina, N., Kondyurina, I., Voronina, A., Igishev, K., & Loginova, N. (2021). Digitalization of Modern Education: Problems and Solutions. International Journal of Emerging Technologies in Learning (iJET), 16(04), Article 04. https://doi.org/10.3991/ijet.v16i04.18203

Rueda-Gómez, K. L., Rodríguez-Muñiz, L. J., & Muñiz-Rodríguez, L. (2023). Performance and mathematical self-concept in university students using Khan Academy. Heliyon, 9(4), e15441. https://doi.org/10.1016/j.heliyon.2023.e15441

Ryhtä, I., Elonen, I., Saaranen, T., Sormunen, M., Mikkonen, K., Kääriäinen, M., Koskinen, C., Koskinen, M., Koivula, M., Koskimäki, M., Lähteenmäki, M.-L., Wallin, O., Sjögren, T., & Salminen, L. (2020). Social and health care educators’ perceptions of competence in digital pedagogy: A qualitative descriptive study. Nurse Education Today, 92, 104521. https://doi.org/10.1016/j.nedt.2020.104521

Saleh, A., Phillips, T. M., Hmelo?Silver, C. E., Glazewski, K. D., Mott, B. W., & Lester, J. C. (2022). A learning analytics approach towards understanding collaborative inquiry in a problem?based learning environment. British Journal of Educational Technology, 53(5), 1321–1342. https://doi.org/10.1111/bjet.13198

Sampson, D., & Zervas, P. (2008). Enhancing Educational Metadata with Science Education Information. 2008 Eighth IEEE International Conference on Advanced Learning Technologies, 1081–1082. https://doi.org/10.1109/ICALT.2008.31

Scherp, A., Mezaris, V., Köhler, T., & Hauptmann, A. (2017). MultiEdTech 2017: 1st International Workshop on Multimedia-based Educational and Knowledge Technologies for Personalized and Social Online Training. Proceedings of the 25th ACM International Conference on Multimedia, 1980–1982. https://doi.org/10.1145/3123266.3132056

Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students? Computers & Education, 136, 75–86. https://doi.org/10.1016/j.compedu.2019.03.006

Setyaningsih, R., Zakarsyi, A., Budiman, A., Syahir, M., & Samsirin, S. (2019, October 16). The Innovation Model of Educational Technology to Strengthen Boarding University Education in Disruptive Era. Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. https://eudl.eu/doi/10.4108/eai.13-2-2019.2286190

Sheveleva, N., Mahotin, D., Lesin, S., & Curteva, O. (2021). Preparing teachers for the use of digital technologies in educational activities. SHS Web of Conferences, 98, 05016. https://doi.org/10.1051/shsconf/20219805016

Siadaty, M., Gaševi?, D., & Hatala, M. (2016). Associations between technological scaffolding and micro-level processes of self-regulated learning: A workplace study. Computers in Human Behavior, 55, 1007–1019. https://doi.org/10.1016/j.chb.2015.10.035

Šlekien?, V., Ragulien?, L., & Lamanauskas, V. (2015). Didactic possibilities of realisation of interdisciplinary relations: Subject fruit juice property. Gamtamokslinis Ugdymas/Natural Science Education, 12(3), 127–137. https://doi.org/10.48127/gu-nse/15.12.127

Suvorova, S. L., Khilchenko, T. V., & Olar, Y. V. (2021). The Implementation of Distance Technologies of Learning a Foreign Language as a Condition of Innovation of the Educational Strategies of a University. Education. Educational Sciences, 13(3), Article 3. https://doi.org/10.14529/ped210308

Sych, T., Khrykov, Y., & Ptakhina, O. (2021). Digital transformation as the main condition for the development of modern higher education. Educational Technology Quarterly, 2021(2), 293–309. https://doi.org/10.55056/etq.27

Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 08(10), 159–170. https://doi.org/10.4236/jss.2020.810011

Tamam, B., & Corebima, A. D. (2023). Implementing augmented reality to improve students’ biology learning outcomes: Gender-based effect. International Journal of Evaluation and Research in Education (IJERE), 12(4), 2157. https://doi.org/10.11591/ijere.v12i4.25645

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Topal, A. D., Geçer, A. K., & Budak, E. Ç. (2023). An analysis of the utility of digital materials for high school students with intellectual disability and their effects on academic success. Universal Access in the Information Society, 22(1), 95–110. https://doi.org/10.1007/s10209-021-00840-0

Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231–235. https://doi.org/10.1016/j.amsu.2021.01.051

Türk, H., & Seçki?N Kapucu, M. (2020). Innovative Technology Applications in Science Education: Digital Holography. Journal of Education in Science, Environment and Health, 7(2), 156–170. https://doi.org/10.21891/jeseh.748662

Useche, A. C., Galvis, Á. H., Díaz-Barriga Arceo, F., Patiño Rivera, A. E., & Muñoz-Reyes, C. (2022). Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions. International Journal of Educational Technology in Higher Education, 19(1), 62. https://doi.org/10.1186/s41239-022-00365-3

Vainshtein, Y. V., Noskov, M. V., Shershneva, V. A., & Tanzy, M. V. (2022). Mathematics e-learning in the conditions of bilinguality. Informatics and Education, 37(4), Article 4. https://doi.org/10.32517/0234-0453-2022-37-4-25-33

Van De Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100

Vaskov, M., Isakov, A., Bilovus, V., Bulavkin, A., & Mikhaylenko, N. (2021). Digital literacy of modern higher education teachers. E3S Web of Conferences, 273, 12035. https://doi.org/10.1051/e3sconf/202127312035

Verdugo-Perona, J., Solaz-Portolés, J., & Sanjosé, V. (2015). Is digital literacy improving science education? The New Educational Review, 40(2), 155–166. https://doi.org/10.15804/tner.2015.40.2.13

Viberg, O., Mavroudi, A., Khalil, M., & Bälter, O. (2020). Validating an Instrument to Measure Teachers’Preparedness to Use Digital Technology in their Teaching. Nordic Journal of Digital Literacy, 15(1), 38–54. https://doi.org/10.18261/issn.1891-943x-2020-01-04

Videla-Reyes, R., & Aguayo, C. (2022). Pedagogy of uncertainty: Laying down a path in walking with STEAM. Pacific Journal of Technology Enhanced Learning, 4(1), 29–30. https://doi.org/10.24135/pjtel.v4i1.147

Vishnevskaya, ?., Zhuravleva, T., & Moiseeva, V. (2019). Leading trends in digital technologies and e-learning: Challenges for higher education. Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019), Prague, Czech Republic. https://doi.org/10.2991/icseal-19.2019.51

Wirzal, M. D. H., Halim, N. S. A., Nordin, N. A. H. M., & Bustam, M. A. (2022). Metacognition in Science Learning: Bibliometric Analysis of Last Two Decades. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 6(1), Article 1. https://doi.org/10.36312/esaintika.v6i1.665

Wu, L. Y., Truong, N. M., Lu, H.-Y., Tseng, Y.-H., & Chang, C.-Y. (2019). Science-edu-communication: Trends reveal in 20 years of science communication research. Journal of Baltic Science Education, 18(5), 793–805. https://doi.org/10.33225/jbse/19.18.793

Zeqiri, J., Kareva, V., & Alija, S. (2021). Blended Learning and Student Satisfaction: The Moderating Effect of Student Performance. Business Systems Research Journal, 12(2), 79–94. https://doi.org/10.2478/bsrj-2021-0020

Žogla, I., Uš?a, S., & Kijaško, M. (2019). Focus on Curriculum Transformation Through Educator and Student Attitude Development to Digital Competence. Innovations, Technologies and Research in Education, 2019, 82–99. https://doi.org/10.22364/atee.2019.itre.06