Teachers' Technological Readiness in Digital Learning: A Systematic Literature Review
Keywords:
Digital Learning, Teachers, Technological ReadinessAbstract
Technology is a crucial component in 21st century learning, but teachers’ readiness to integrate technology remains a significant challenge. This article aims to analyze the trends, supporting and inhibiting factors, and competencies required by teachers in technology readiness and implementation within digital learning. A systematic literature review approach was used, employing the Publish Or Perish (PoP) search engine to identify 48 peer-reviewed papers from Scopus, Web of Science, and Crossref databases published between 2014 and 2024. Data analysis was conducted using thematic analysis to systematically explore the relationships between the identified concepts. The review found that teachers' readiness to integrate technology in digital learning varies. Some teachers are less ready due to limited technical skills, poor access, and low motivation, while others are more prepared with sufficient training and experience. Key factors that support readiness include technology-based training, adequate resources, and flexible policies, while inhibiting factors like poor infrastructure, anxiety, and low confidence remain. To improve technology integration, teachers need to develop skills in ICT, instructional design, and technology literacy. Although teacher technology readiness remains a challenge, it can be addressed through enhanced training, continuous support, and improved infrastructure, especially concerning access to technology and supportive policies.References
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