Digital Teaching Pedagogy Among Primary School Teachers: A Systematic Literature Review

Abstract

The omnipresence of digital teaching is becoming evident along with technological advancement. Hence, teachers’ acquaintance with their pedagogical skills requires refinement to improve their professionalism and stay relevant. Yet, there is limited, profound research available that has discussed this issue and highlighted its shortcomings. This article aims to write a systematic literature review (SLR) on past studies related to primary school teachers’ pedagogical skills in digital teaching. The SLR methodology conforms to PRISMA writing standards, including identification, screening, eligibility, evaluation, data extraction, and analysis. Three databases, namely Web of Science, Scopus, and ERIC, were used to source relevant articles. 25 out of 324 initial articles were selected for review with three overarching themes: (i) approaches, (ii) methods, and (iii) digital teaching techniques. Sub-themes under ‘approaches’ include general, 21^st century learning, digital, and digital integration. Sub-themes under methods include thinking-oriented, physically oriented/kinaesthetic, digitally oriented, a combination of thinking and digital, grouping, and guidance-oriented. Sub-themes under ‘techniques’ include the development of digital resources, the application of digital resources, and digital-based activities. The study’s implications serve as a guide for teachers in planning and implementing digital teaching with maximum impact on their students’ learning experiences.