A Scoping Review of Faculty Attitudes towards Technology-Driven Professional Development: The Role of Institutional Support and Workload
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| Title: | A Scoping Review of Faculty Attitudes towards Technology-Driven Professional Development: The Role of Institutional Support and Workload |
|---|---|
| Language: | English |
| Authors: | Samya AL-Shidi |
| Source: | Journal of Educators Online. 2026 23(1). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Intended Audience: | Policymakers; Administrators; Researchers |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Teacher Attitudes, Faculty Development, Technology Uses in Education, Educational Technology, Teacher Administrator Relationship, Faculty Workload, Teacher Participation, Influences, Technology Integration |
| ISSN: | 1547-500X |
| Abstract: | Faculty attitudes toward technology-driven professional development (TDPD) in higher education are shaped by factors including institutional support and workload. This scoping review aims to synthesize available evidence on faculty attitudes to TDPD by focusing on the impact that institutional support and workload have on professional development (PD). A systematic search conducted in multiple databases of studies that were published between 2012 and 2024, following the Joanna Briggs Institute (JBI) methodology and PRISMA-ScR guidelines, was conducted. The study included diverse study designs and contexts and focused on faculty attitudes, institutional support, and workload in relation to TDPD. The review comprised 42 studies reporting complex factors influencing attitudes in faculty members. While limited resources, digital literacy, and time constraints were significant barriers, improved teamwork, reflective practices, and flexibility emerged as significant benefits. The link between workload and involvement in TDPD turned out to be complex. Hence, availability of institutional support is important in enhancing interest while the association with workload and participation is challenging. This review provides useful strategies to policymakers, institutional leaders, and researchers to enhance TDPD programs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499133 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: A Scoping Review of Faculty Attitudes towards Technology-Driven Professional Development: The Role of Institutional Support and Workload – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Samya+AL-Shidi%22">Samya AL-Shidi</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educators+Online%22"><i>Journal of Educators Online</i></searchLink>. 2026 23(1). – Name: Avail Label: Availability Group: Avail Data: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: Audience Label: Intended Audience Group: Audnce Data: Policymakers; Administrators; Researchers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1547-500X – Name: Abstract Label: Abstract Group: Ab Data: Faculty attitudes toward technology-driven professional development (TDPD) in higher education are shaped by factors including institutional support and workload. This scoping review aims to synthesize available evidence on faculty attitudes to TDPD by focusing on the impact that institutional support and workload have on professional development (PD). A systematic search conducted in multiple databases of studies that were published between 2012 and 2024, following the Joanna Briggs Institute (JBI) methodology and PRISMA-ScR guidelines, was conducted. The study included diverse study designs and contexts and focused on faculty attitudes, institutional support, and workload in relation to TDPD. The review comprised 42 studies reporting complex factors influencing attitudes in faculty members. While limited resources, digital literacy, and time constraints were significant barriers, improved teamwork, reflective practices, and flexibility emerged as significant benefits. The link between workload and involvement in TDPD turned out to be complex. Hence, availability of institutional support is important in enhancing interest while the association with workload and participation is challenging. This review provides useful strategies to policymakers, institutional leaders, and researchers to enhance TDPD programs. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1499133 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 Subjects: – SubjectFull: Literature Reviews Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Teacher Administrator Relationship Type: general – SubjectFull: Faculty Workload Type: general – SubjectFull: Teacher Participation Type: general – SubjectFull: Influences Type: general – SubjectFull: Technology Integration Type: general Titles: – TitleFull: A Scoping Review of Faculty Attitudes towards Technology-Driven Professional Development: The Role of Institutional Support and Workload Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Samya AL-Shidi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 1547-500X Numbering: – Type: volume Value: 23 – Type: issue Value: 1 Titles: – TitleFull: Journal of Educators Online Type: main |
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