Structural dimensions of a digital learning ecosystem for research skills in secondary education.

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Bibliographic Details
Title:	Structural dimensions of a digital learning ecosystem for research skills in secondary education.
Authors:	Henao-Zárate, Clara Rocío¹ clara-rocio.henao@uib.cat
Source:	Contemporary Educational Technology. Jul2026, Vol. 18 Issue 3, p1-25. 25p.
Subject Terms:	Research skills, Secondary education, Problem-based learning, Learning analytics, Artificial intelligence, Inquiry-based learning, Project method in teaching, Virtual classrooms
Abstract:	Despite widespread digital access in secondary education, students continue to demonstrate limited capacity for systematic inquiry, critical source evaluation, and evidence-based reasoning--a paradox that existing virtual learning environments have failed to resolve. This article presents the structural dimensions of a conceptual digital learning ecosystem (DLE) designed to strengthen research skills in secondary education, based on a scoping review of 34 studies published between 2019 and 2025. The findings indicate that inquiry-oriented approaches--particularly project-based learning, problem-based learning, and inquiry-based learning--are the most widely adopted strategies; however, their effectiveness depends on their alignment with structured inquiry processes rather than on the mere presence of digital tools. The reviewed studies also emphasize the role of technological infrastructures, collaborative platforms, learning analytics, and artificial intelligence in supporting school-based research. The proposed DLE model represents a shift from content-centered instruction to structured inquiry environments, enabling students to formulate questions, evaluate evidence, design investigations, and communicate findings. The model integrates human, pedagogical, technological, and support components aligned with five key research phases, contributing to the development of autonomy, critical thinking, and inquiry-oriented learning. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Despite widespread digital access in secondary education, students continue to demonstrate limited capacity for systematic inquiry, critical source evaluation, and evidence-based reasoning--a paradox that existing virtual learning environments have failed to resolve. This article presents the structural dimensions of a conceptual digital learning ecosystem (DLE) designed to strengthen research skills in secondary education, based on a scoping review of 34 studies published between 2019 and 2025. The findings indicate that inquiry-oriented approaches--particularly project-based learning, problem-based learning, and inquiry-based learning--are the most widely adopted strategies; however, their effectiveness depends on their alignment with structured inquiry processes rather than on the mere presence of digital tools. The reviewed studies also emphasize the role of technological infrastructures, collaborative platforms, learning analytics, and artificial intelligence in supporting school-based research. The proposed DLE model represents a shift from content-centered instruction to structured inquiry environments, enabling students to formulate questions, evaluate evidence, design investigations, and communicate findings. The model integrates human, pedagogical, technological, and support components aligned with five key research phases, contributing to the development of autonomy, critical thinking, and inquiry-oriented learning. [ABSTRACT FROM AUTHOR]
ISSN:	1309517X
DOI:	10.30935/cedtech/18726