Abstract
This systematic literature review provides valuable information for teachers to help them diversify teaching and learning practices in school education. Teaching and learning in school education have become a necessity as part of 21st-century learning. However, the present literature shows that the level of ICT skills and usage among teachers in skill low. Therefore, this systematic literature review was conducted to examine the challenges in ICT integration in teaching and learning in school education and identify elements in integrating ICT. In this article, the data was obtained from the Web of Science and Scopus databases. Out of the 25 articles, experts only were retained for the systematic literature review based on the exclusion and inclusion criteria. Articles that were published 3 years ago highlighted that the teachers faced many challenges such as professionalism, expert teaching staff, lack of competency, constrain due to school regulation, cyber threats, limited facilities and access as well as changes in teaching practices. The review also includes the main elements of the integration of ICT in school education which are teaching materials, digital learning, and work culture. The finding concludes that there are still gaps in the research on the integration of ICT into teaching and learning in school education.
Key Words
ICT, Integration, teaching and learning in school, Digital learning, students, experts, technology, education.
Introduction
Education in Nepal has transformed tender with modernization and development learning to the integration of information and communication technology (ICT) across all educational levels including universities, campuses, and secondary schools. ICT has become increasingly vital in educational development in this 21st century. As a progressively significant medium, ICT plays a crucial role in enhancing the teaching and learning environment in school education today.
ICT is an essential component of teaching in the classroom as its use can effectively capture students’ attention in the learning process. Research on the use of ICT in early childhood education suggests that exposure to multimedia can enhance learning by making it faster and more efficient in developing skills. It is crucial for students as these skills enable them to remain competitive in today’s world. These skills are associated with various cross-curricular elements that are necessary in their technological era. Students should cultivate skills in communication, technology, critical thinking, interpersonal skills as well as interpersonal foundational literacy and numeracy. Previous studies have demonstrated that teaching-learning positively influences students’ attitudes and motivation leading to improved academic achievement.
In the contemporary technological era, the utilization of information and communication technology (ICT) provides educators with the opportunity to diversify their teaching methodologies. The application of ICT not only has the effectiveness of teaching and learning in the school education process but also increases its engagement level. Fostering the integration of ICT into teaching and learning in school education is both crucial and pertinent in the current educational landscape. The incorporation of ICT in teaching and learning has emerged as a significant issue, attracting considerable interest from researchers seeking to explore this phenomenon.
However, teachers’ limited proficiency with technology often results in the infrequent use of teaching tools. This lack of skills prevents the effective utilization of ICT resources provided by the Ministry of Education, Science and Technology of Nepal in school. Such a situation is particularly disadvantageous for 21st-century learners, who have diverse abilities and various types of intelligence.
Previous studies have shown that ICT usage in the teaching classroom remains low. Moreover, research indicates that teachers often have either low or limited ICT skills. Many teachers also continue to prefer teacher–centered approaches. As evidenced by a substantial body of research on this topic, a systematic literature review is needed to identify relevant studies and gain a deeper understanding of their findings. Despite this need, there are few systematic literature review papers on the topic, and those that exist have a limited scope. Numerous studies have examined the challenges faced by teachers while integrating technology into education. Other studies have explored the use of digital comics and animation tools for learning. Additionally, research has shown that teachers often have a low level of understanding when it comes to ICT and digital literacy. These points highlight the importance of conducting a systematic literature review on the integration of ICT in classroom teaching. A systematic literature review is particularly valuable as it addresses the limitations of traditional reviews, such as a lack of transparency, potential writer bias, selection bias, and publication bias in this context. Systematic literature review provides a comprehensive, transparent and structured method for examining the literature review.
1.1 Research questions
The systematic literature review is based on two research questions, as given below.
1.What are the challenges in integrating ICT in teaching and learning in school education?
2.What are the elements of integrating ICT in teaching and learning in school education?
1.2Research objectives
The main objectives of this systematic literature review are :
1.Examining the challenges in integrating ICT in teaching and learning in school education
2.Identifying the elements of integrating ICT in teaching and learning in school education
1.3Materials and methods
The PRISMA (Preferred reporting items for systematic review and meta-analysis) guideline has been used as the primary reference for conducting this systematic literature review. Originally developed as a publication standard for the fields of medicine and public health PRISMA includes 27 items designed to guide researchers in systematically conducting SLRS. Despite the focus of this SLR being on social science, ORISMA remains applicable as it helps researchers formulate clear research questions and conduct a more structured search process. Additionally, PRISMA reduces various forms of bias and supports in performing of bias and supports researcher in performing a thorough research synthesis.
1.3.1. Identification
Identification in systematic literature review involves selecting and diversifying keywords to locate relevant articles. Using keywords during the search process can help to ensure that only suitable and relevant articles are retrieved from the database. Based on the research questions, three keywords were technology, integration, teaching, learning and school education. The main keywords were identified using online theories, past studies, the Sups database, and expert opinion. The article search was conducted in the Web of Science and Scopus databases. These databases offer more comprehensive and stable research with advanced features compared to other databases. In addition, these databases excel in article quality control and systematic indexing. Advanced search techniques including Boolean operators, phrase searching, truncation, wildcards, and field codes were used to search for articles in both the Web of Science and Scopus databases. This search strategy resulted in the identification of 20 articles from Scopus, and 5 articles from Web of Science that were relevant to the keywords. In the second stage of the systematic search process, all identified articles were thoroughly screened.
1.3.2. Screening
Through the screening process, a total of 25 articles were successfully identified. Screening involves setting inclusion or exclusion criteria for the research. These criteria determine the article’s suitability for the systematic literature review. The first inclusion criterion is the year of publication which is only articles published in the last five years for this systematic literature review were selected. This aligns with the concept of study maturity discussed. In this context, numerous relevant articles published during this period were successfully identified. The subsequent inclusion criterion focuses on quality. Therefore, this systematic literature review exclusively includes journal articles. To facilitate the reading and analysis process, only articles published in English were selected ensuring accurate comprehension and interpretation of their content. Additionally, only articles containing relevant empirical data were included, excluding review articles to meet the objectives of this systematic literature review which is to analyze findings from previous studies rather than reviews.
Eligibility
The next step is to assess the eligibility of the 10 articles identified during the initial screening. This eligibility assessment involves of second round of screening to ensure the accuracy and relevance of each article for inclusion in the systematic literature review. All selected articles will be carefully evaluated during this stage to verify their suitability and relevance for the systematic literature review. This process begins with reviewing the title and abstract of each article to assess its relevance. If the relevance is unclear from this section, a more detailed examination of the methodology, results and discussion section is performed. Through this process, 10 articles were excluded because they addressed topics outside the scope of ICT integration in teaching and learning in school education focusing instead on fields like health, science, and mathematics. As a result,5 articles were retained for further quality assessment.
Article quality Assessment
The selected articles then went through a rigorous quality assessment process, which is essential for reducing bias and identifying any methodological limitations. This evaluation was carried out by two members of the research team. Since the systematic literature review includes studies from various designs-quantitative, qualitative, and mixed methods- the assessors used the Mixed method Appraisal tools to guide the evaluation. Each article was assessed against two fundamental criteria along with five additional criteria specific to its research design.
The initial process involved evaluating the quality of each article based on two fundamental criteria ‘Are the research equations seated?’ and ‘ Can the data obtained answer the research questions?”. Articles had to meet both criteria before advancing to the next stage, which was categorized by study design (Qualitative, Quantitative, or Mixed methods). Subsequently, the articles were assessed against five specific criteria. For each criterion the assessors could choose from three options: Yes, No or cannot tell, if the evaluation result was uncertain or unclear. The three assessors needed to reach a consensus on each article’s assessment. If they could not agree, a second opinion was required. Out of the 10 articles evaluated, at least three of the five criteria were necessary for inclusion in the systematic literature review whereas 3 did not and were excluded as they failed to meet the minimum assessment criteria results for the rejected articles.
1.3.5. Data Extraction and Analysis
The next step in the process is data extraction for each selected article, which is carried out by two researchers. The primary goal of this systematic literature review is to review past research on the integration of ICT in teaching and learning practices in school education. Therefore, the data extraction focuses specifically on three main sections the abstract, research findings and discussion.
Nevertheless, all articles were thoroughly read to gain a comprehensive understanding of the topics covered. The extracted data were organized into a table to facilitate the analysis process, which began once all data had been collected. This systematic literature review utilized an integrative review approach that includes multiple studies design (quantitative, qualitative and mixed method). Qualitative synthesis was chosen as the most appropriate method of analysis. In this context, various analytical techniques, such as thematic analysis, can be applied to qualitative synthesis. As noted by thematic analysis aims to identify patterns in past studies based on similarities or the relevance of their findings. The extracted findings were individually reviewed to identify relevant themes. Findings with similar or related content were grouped into a single data set. These clusters were then assigned to appropriate themes. Two experts in systematic literature review, teaching and learning validated the identified themes. Both experts agreed that the main categories and themes were suitable and relevant to the research questions.
Results
Before moving on to the next section, this part provides an overview of the publication dates for the articles included in the systematic literature review. 10 selected articles were published. Additionally, some articles were sourced from Web of Science journals, while the remaining were from Scopus journals. The researcher also analyzed each article to identify their main focus and to extract the challenges associated with integrating ICT into teaching and learning in school education.
RQ1) What are the challenges of integrating Information and communication technology in Teaching and Learning in School education? The challenges in integrating ICT in teaching and learning in school education are professionalism, expert teaching staff, lack of competency, and effective technology. 31.9% of teachers use mobile devices for teaching-learning in school education. Prohibition of using mobile devices in schools, limited and inadequate facilities, limited assets, change in teaching practices, learning disruption in class, modern technology learning barriers, cyberbullying, and fraud are other challenges that impact teaching-learning. The review revealed that teachers face numerous challenges while integrating technology and information communication in their teaching. A study found that although the teaching staff shows a high level of professionalism, they are not up to date with the latest educational advancements and continue to rely on conventional teaching methods. This situation is further compounded by a lack of technological expertise, resulting in limited knowledge of modern digital tools. Consequently, teachers’ use of ICT is confined to only the most basic tools in the classroom.
A study in Somalia revealed that public schools are still lagging in the effective use of technology. As education evolves, teachers must be open and adaptable to changes in teaching practices to foster a competent and competitive generation. The finding indicates that only 31.1% of teachers use their mobile devices for teaching and learning in the classroom while the rest use them for non-teaching purposes. To fully benefit from the advancements in education, teachers need to shift their perception that mobile devices are a distraction in the classroom, This shift will allow both teachers and students to take full advantage of modern educational technologies. Next technology literacy among teachers is crucial for developing expert teaching staff as it ensures that they effectively flourish teaching-learning in school education.
However, studies have found that low technological competency among teachers remains a significant barrier to effective classroom instruction. Additionally, the limited availability of learning resources and inadequate facilities, especially restricted internet access in schools, further hinder the successful implementation of technology-based teaching and learning.
There is no doubt that the uncontrolled use of technological facilities can have negative impacts on users. The risks of cyberbullying, sexting, and fraud present significant challenges for teachers in schools. Due to these threats, many schools have opted to ban students from using mobile devices for classroom learning, which indirectly restricts teachers’ ability to diversify their teaching strategies. To ensure mobile devices can be effectively used for educational purposes, strict control and supervision are necessary.
RQ2) What are the elements of Integrating ICT in teaching and learning in School Education?
The systematic literature review shows the integration of ICT in teaching and learning can be categorized into three elements, namely (1) Teaching materials, (2) Digital learning, and (3) Work culture.
2.1. Teaching materials Elements
The findings show the ICT Integration elements emphasized in the review article. The use of teaching aids can enhance students’ understanding of a subject. For instance, examined the effectiveness ELTIS resources pack, which includes various supplementary materials such as the listening resource pack, Islamic resource pack, Games and Graphics resource pack, and Assessment resource pack. This resource helps address the challenges of teaching large classes with over 45 students by providing comprehensive teacher guides that can be referenced during lessons. Additionally, using interactive materials like civic media, which features components such as a homepage, dictionary, media, quizzes, and contact section, can enhance creativity and increase students’ motivation. These resources offer a structured alternative to facilitate digital learning effectively. Moreover, E-learning applications like Edmodo and WordPress provide valuable platforms for teachers to develop skills in designing E-gamification activities.
However, due to various constraints, teachers in schools in developing countries continue to rely on traditional teaching methods. A similar situation is observed in public or community schools where basic teaching resources such as chalk, blackboard, duster, and textbooks remain prevalent. Secondary schools should be provided with additional teaching aids, such as projectors, and computers, particularly for practical lessons. The teaching materials should be formulated contextually for real-life and critical thinking. Additional materials should be provided for Islamic primary schools to cater for large classes, gamification and social and personal e-learning, effective teaching materials and conventional teaching methods.
2.2. Digital Learning Elements
The elements of digital learning discussed in articles studies were reviewed. The findings on digital learning elements revealed both positive and negative effects of technology use in education. Students expressed strong acceptance of digital technology for learning, reflecting their beliefs and attitudes towards its benefits. Additionally, the results indicate that factors such as digital literacy, the quality of educational content and adequate training significantly shape students’ attitudes and perspectives. Moreover, problem-based learning enables students to come together to explore and discuss common issues, fostering a positive virtual learning environment. This approach allows for dynamic exchanges between students from diverse socio-cultural backgrounds, making learning more enjoyable and engaging. It also provides students with opportunities to connect with peers from different locations, encouraging them to learn collaboratively and share their perspectives. Additionally, another study investigated the integration of the collaborative creativity learning (CCL) model with PhET simulations in science lessons and found that this approach significantly enhances students’ creativity.
Furthermore, a study on innovations in digital learning, including flipped classroom-based weblogs, demonstrated that such approaches can enhance student achievements. Digital learning has also been positively embraced as a solution to school closures during the COVID-19 pandemic. Many students successfully use these tools for online mathematics and health education. Additionally, teachers strongly encourage the use of scientific inquiry through ICT integration emphasizing the importance of behavioral factors. However, several studies have highlighted the negative effects of over-reliance on digital learning. Excessive use of digital platforms can lead to a lack of control and increased exposure to risks such as cyberbullying, sexting, and online fraud. Young children, particularly preschoolers, are at risk of sleep deprivation and behavioral problems due to prolonged use of digital devices like tablets, and mobile phones. Many of these children spend over 3-5 hours per day on screens, often watching movies or playing games. The major requirements of digital learning are acceptance of digital technology, digital knowledge, digital education content and digital training. Problem-based learning (PBL) in virtual exchange provides a positive exchange, and Collaborative creativity learning (CCL) enhances students’ creativity. Flipped classroom-based weblogs effectively improve students’ achievement. Digital learning responds positively to the integration of ICT by encouraging scientific inquiry and behavioral research such as negative effects on sleep quality and behavior of students because of digital bullying.
2.3 Work Culture Elements
The work culture elements identified in articles on ICT integration during Teaching and learning in school education. Various aspects of work culture have been identified in the literature as critical to the effective integration of ICT in teaching and learning in school education practices. Integrity is demonstrated by teachers’ commitment to performing their tasks to the best of their abilities and their refusal to engage in bribery. However, some teachers struggle with time management, such as not arriving in the classroom on time or leaving school early. Additionally, teachers’ professionalism is evident in their work performance efficiency and diligence, as well as in their ability to meet set targets. They are rewarded based on their qualification and held accountable when they deviate from accepted standards.
In many countries, the majority of teachers possess a bachelor’s or master’s degree and undergo several years of teacher training. Yet some teachers exhibit lower motivation to enhance their skills. This results in a lack of innovation Implementation. The scenario is supported by a study that highlighted the selection of professional teaching staff based on the criteria of teachers’ expertise and experience in the subject taught regarding responsibility. Teachers should complete training on time, make initial preparations for teaching and quickly solve problems faced by the students, parents, and peers. However, numerous experienced educators demonstrate reduced dedication to their roles and obligations. Overall, the teachers show an admirable attitude that can be emulated by students and the school community.
To maintain high standards, some public or community schools in some countries control the admission of students into their programes. These have established strict admission criteria, accepting only students who have completed primary school or those transferring from secondary schools of a similar level. In some cases, transfer students must pass an admission assessment test to ensure that only the most capable and qualified students are enrolled. Additionally, the findings indicate students at these schools actively engage in the classroom teaching and learning process. The schools also encourage the use of modern technology to enhance learning outcomes and adhere strictly to the country’s official curriculum.
Discussion
The literature review highlighted both the challenges teachers face in integrating ICT into teaching and learning (T&L) and the critical elements necessary for successful integration. Many teachers struggle to incorporate ICT into their teaching practices to keep pace with current developments.
From technological perspective research indicates that in developing countries, teachers’ technological knowledge and awareness remain low compared to those in developed countries. This lack of exposure to technology-related skills results in limited use of technology in the classroom, often leading to the use of only basic technological tools.
Teachers find it challenging to alter their teaching practices and continue to rely on traditional methods due to insufficient knowledge, training and support for adopting new approaches.
Studies have also identified several barriers to the integration of ICT in T&L, including limited infrastructure, restricted access, and inadequate facilities. Despite teachers and students being ready and open to educational advancements limitations have hindered teachers ‘ ability to incorporate innovative approaches in T&L. As a result, the learning process can become monotonous and less engaging as noted in. Although ICT has the potential to enhance student engagement, the findings reveal a persistent shortage of infrastructure and internet coverage, particularly in rural areas.
The reviewed articles also presented challenges related to teacher literacy. They found that many teachers do not master technology skills. The related review underscored the importance of enhancing teacher literacy. A similar notion echoed in this situation emphasized the need for teachers to creatively and innovatively strengthen their blended learning practice through digital technology. To address this issue, teachers should participate in both in-house courses and online training. Additionally, both parents and educators need to undergo a paradigm shift to gain proficiency in contemporary technology. The overuse of technology can lead to various health issues. Previous research has highlighted concerns about the impact of time spent on technology devices and social media at home and school on health and development. Exposure to devices has been associated with health problems such as shortsightedness, obesity, and irregular sleep patterns. Additionally, some children exhibit aggressive behaviors, such as shouting when losing a game, and may show antisocial behavior, including limited social interaction with family and peers as well as time wasted on the internet and online games. Game addiction can result in procrastination, excessive spending on game upgrades and declining academic performance. The overuse of technology can be harmful to the students leading to physical development and health problems due to improper posters when using gadgets like Smartphones excessively. In this context, students undergoing critical developmental phases, such as identity formation and relationship building, are significantly influenced by the digital era. Textbooks and paper-based questions and notes are gradually being replaced with digital versions. Therefore, the impact of using ICT-based teaching materials instead of traditional ones should not be underestimated.
The literature review indicates that additional teaching materials, such as civic media and e-learning applications, have a positive impact on students’ education. This finding is in line with and highlights the benefits of using videos in the classroom to enhance students’ comprehension, motivation and overall learning experiences. Videos contribute to increased reading engagement, knowledge acquisition and teaching efficacy. A study on various schools revealed that incorporating audio-visual materials from platforms like YouTube improved the effectiveness and engagement of teaching and learning of these studies. Thus, the use of videos aligns with students’ current developmental and learning needs, potentially contributing to the development of a quality generation.
The next focus is on the elements of digital learning. Overall, digital learning has received positive feedback from students. Literature reviews indicate that students have favorable attitudes towards using my craft in digital game-based learning viewing it as beneficial for improving their academic performance compared to traditional methods. Additionally, incorporating animation into digital learning has made learning active, creative, effective and pleasant. There is also a significant link between the ease of technology, motivation, and students’ awareness of digital learning. Another research study suggested that incorporating e-books and digital comics into education enhances students ‘learning outcomes. The use of animation in learning also makes learning active creative effective and enjoyable.
In addition, the use of video–sharing platforms like YouTube as teaching materials has also improved students ‘achievement.
Teachers ‘resilience, integrity and accountability significantly influence the success of digitalization efforts at the school level. Even with advanced ICT facilities, the impact is limited without teachers ‘enthusiasm. Teachers’ integrity, professionalism, innovation, responsibility, and transparency can enhance the quality of technology-assisted teaching. Additionally, improving professional competency and leveraging technology are crucial for advancing teachers’ knowledge and professionalism. Technology Bojonegoro demonstrates a positive work environment and high spirit, competence and performance.
Lastly selecting master teachers in technology could facilitate the teaching process. A study found that preschool teachers exhibit advanced technology skills, underscoring the importance of integrating technology into preschool education. Therefore, educators must be adequately equipped to provide a T&L environment that meets the demands of the 21st century.
Recommendation
Future research on ICT integration in teaching and learning should broaden its scope to align with the evolving landscape of our nation’s educational system. Studies could explore diverse topics, including the factors that influence ICT practices in teaching and learning. Additionally, future research might investigate issues related to the integration of ICT in learning aiming to expose teachers and the community to the latest developments in this area. Another avenue for exploration could be the teaching practices of teachers in rural schools focusing on the challenges and strategies for ICT integration in these settings.
This research is crucial in enhancing our understanding of how ICT can be effectively incorporated into learning environments. The systematic literature review (SLR) provides valuable guidelines and references for stakeholders, particularly educators, to diversify teaching methods in the classroom. Furthermore, this SLR could expand the existing body of knowledge, benefiting researchers by providing new insights and directions for future studies.
Conclusion
This systematic literature review (SLR) aims to analyze the obstacles encountered when incorporating ICT into the teaching and learning process. Additionally, it explores the key components essential for the successful integration of ICT into teaching and learning practices. The analysis of 5 articles selected for the review reveals that the use of information technology in teaching and learning is a necessity rather than an opinion. Digital platforms can make teaching and learning easier, engaging, and less burdensome. However, some teachers and students still overlook digital learning due to a lack of knowledge, which leads them to perceive it as difficult and burdensome. Further, some schools have yet to embrace technological advancements and continue to restrict the use of mobile devices by students. The findings of this systematic literature review highlight that challenges and constraints in Integrating ICT into teaching and learning in school education are prevalent.
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