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A Scoping Review of Contemporary Frameworks, Challenges, and Future Directions on Educational Technology for Digital Generations

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Title: A Scoping Review of Contemporary Frameworks, Challenges, and Future Directions on Educational Technology for Digital Generations
Language: English
Authors: Oksana K. Korobkova (ORCID 0009-0004-3053-8618), Natalya A. Galchenko (ORCID 0000-0002-1717-5101), Natalia A. Orekhovskaya (ORCID 0000-0001-8390-5275), Ekaterina A. Drozdova (ORCID 0000-0003-4272-8772), Oksana V. Zakharova (ORCID 0000-0003-3728-963X), Alisa V. Lobuteva (ORCID 0000-0002-9804-3257)
Source: Contemporary Educational Technology. 2025 17(4):611.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Educational Technology, Technology Uses in Education, Educational Trends, Age Groups, Electronic Learning, Technology Integration, Internet, Equal Education, Self Efficacy, Learner Engagement, Intention, Generational Differences
Abstract: This study is a thorough scoping review that seeks to thoroughly delineate the existing frameworks, difficulties, and prospective trajectories of educational technology for digital generations. Utilizing the technique established by Arksey and O'Malley (2005), a systematic search was conducted for English-language studies published between 2016 and 2025 in the WoS and Scopus databases, resulting in the inclusion of 46 publications in the analysis. The results show that technology acceptance models (TAM and UTAUT) (19 studies) are the most common in the field of educational technology. These models were established during the X-Y generation period and do not fully reflect the realities of digital generations. Digital learning infrastructures (n = 29) and mobile-social learning ecosystems (n = 22) were recognized as the predominant technological categories. The study revealed that the digital divide has intensified since the epidemic (28% lack Internet access), shortcomings in teacher preparedness constitute the principal obstacle to technological integration, and adaptive learning methods exhibit moderate to substantial impact sizes. The results underscore the necessity for the formulation of novel theoretical frameworks that encapsulate the inherent technology interaction patterns of digital generations, pedagogy-oriented technology integration, and holistic digital equity initiatives.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494730
Database: ERIC
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  Data: A Scoping Review of Contemporary Frameworks, Challenges, and Future Directions on Educational Technology for Digital Generations
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  Data: <searchLink fieldCode="AR" term="%22Oksana+K%2E+Korobkova%22">Oksana K. Korobkova</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-3053-8618">0009-0004-3053-8618</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalya+A%2E+Galchenko%22">Natalya A. Galchenko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1717-5101">0000-0002-1717-5101</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalia+A%2E+Orekhovskaya%22">Natalia A. Orekhovskaya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8390-5275">0000-0001-8390-5275</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ekaterina+A%2E+Drozdova%22">Ekaterina A. Drozdova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4272-8772">0000-0003-4272-8772</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oksana+V%2E+Zakharova%22">Oksana V. Zakharova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3728-963X">0000-0003-3728-963X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alisa+V%2E+Lobuteva%22">Alisa V. Lobuteva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9804-3257">0000-0002-9804-3257</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Educational+Technology%22"><i>Contemporary Educational Technology</i></searchLink>. 2025 17(4):611.
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: <searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Groups%22">Age Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Generational+Differences%22">Generational Differences</searchLink>
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  Data: This study is a thorough scoping review that seeks to thoroughly delineate the existing frameworks, difficulties, and prospective trajectories of educational technology for digital generations. Utilizing the technique established by Arksey and O'Malley (2005), a systematic search was conducted for English-language studies published between 2016 and 2025 in the WoS and Scopus databases, resulting in the inclusion of 46 publications in the analysis. The results show that technology acceptance models (TAM and UTAUT) (19 studies) are the most common in the field of educational technology. These models were established during the X-Y generation period and do not fully reflect the realities of digital generations. Digital learning infrastructures (n = 29) and mobile-social learning ecosystems (n = 22) were recognized as the predominant technological categories. The study revealed that the digital divide has intensified since the epidemic (28% lack Internet access), shortcomings in teacher preparedness constitute the principal obstacle to technological integration, and adaptive learning methods exhibit moderate to substantial impact sizes. The results underscore the necessity for the formulation of novel theoretical frameworks that encapsulate the inherent technology interaction patterns of digital generations, pedagogy-oriented technology integration, and holistic digital equity initiatives.
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      – Text: English
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        PageCount: 23
        StartPage: 611
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      – SubjectFull: Educational Technology
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