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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