SYSTEMATIC REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1541031
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 6 articles
A Systematic Review on the Impact of Teacher Professional Development on Digital Instructional Integration and Teaching Practices
Provisionally accepted
- University of Education, Winneba, Winneba, Ghana
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
This systematic review examines the influence of teacher professional development (TPD) programs on teachers' attitudes toward digital instructional integration (DII). By analysing 23 peerreviewed studies published between 2020 and 2024, this study explores the key components of effective TPD programs and their impact on digital instructional practices. The review follows the PRISMA framework, detailing a structured selection process, including database searches, inclusion and exclusion criteria, and a rigorous qualitative synthesis of findings. Results indicate that effective TPD programs share key characteristics, including collaborative learning environments, hands-on digital training, ongoing mentorship, and institutional support. These elements foster positive shifts in teachers' attitudes, confidence, and competencies regarding DII. The study highlights the need for sustained and context-specific professional development initiatives beyond one-time training sessions to ensure meaningful and long-term integration of digital tools in education.This review contributes to the field by providing evidence-based insights into designing and implementing impactful TPD programs. Its findings inform policymakers, educators, and professional development providers on structuring TPD to maximise digital instructional integration. Future research should explore the longitudinal impacts of TPD on teaching efficacy and student outcomes in technology-enhanced learning environments.
Keywords: Teacher professional development, digital instructional integration, In-service training, Systematic review, Digital technology
Received: 13 Jan 2025; Accepted: 25 Apr 2025.
Copyright: © 2025 Kwashie Amemasor, Oppong, Ghansah, Benuwa and Essel. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Stephen Opoku Oppong, University of Education, Winneba, Winneba, Ghana
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.