Adapting Educational Practices and Technologies in the Post-COVID-19 Era: A Scoping Review
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| Title: | Adapting Educational Practices and Technologies in the Post-COVID-19 Era: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Sara Gonçalves (ORCID |
| Source: | Current Issues in Education. 2025 26(1). |
| Availability: | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Technology Uses in Education, Educational Change, COVID-19, Pandemics, Technology Integration, Libraries, Archives, Museums, Computer Oriented Programs, Handheld Devices, Captions, Language Acquisition, Flipped Classroom, Geography Instruction, Scaffolding (Teaching Technique), Electronic Learning, Instructional Effectiveness, Islam, Student Motivation, Learner Engagement, Medical Schools, Anatomy |
| DOI: | 10.14507/cie.vol26iss1.2253 |
| ISSN: | 1099-839X |
| Abstract: | The transformative impact of online tools in post-COVID-19 education is explored through a scoping review encompassing eight fundamental studies. This scoping review uniquely contributes to the existing literature by addressing specific gaps, such as the detailed comparison between pre- and post-pandemic educational practices and the underexplored aspects of digital tool integration across different disciplines. The analysis encompasses studies exploring the effectiveness of digital tools in libraries, archives, and museums and the feasibility of mobile app development for teaching practices. It also investigates the impact of subtitles on language learning, the implementation of flipped classrooms in geography education, and the effectiveness of scaffolding in online learning environments. Additionally, the review assesses Islamic education teachers' methods to enhance student motivation and engagement and compares the outcomes of online versus face-to-face anatomy teaching in medical schools. The findings reveal significant insights into the evolving landscape of education, highlighting both the opportunities and challenges of digitalization and online instruction. Overall, the research underscores the importance of adapting pedagogical strategies to meet the diverse needs of learners in the current and post-pandemic educational landscape. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471101 |
| Database: | ERIC |
| Abstract: | The transformative impact of online tools in post-COVID-19 education is explored through a scoping review encompassing eight fundamental studies. This scoping review uniquely contributes to the existing literature by addressing specific gaps, such as the detailed comparison between pre- and post-pandemic educational practices and the underexplored aspects of digital tool integration across different disciplines. The analysis encompasses studies exploring the effectiveness of digital tools in libraries, archives, and museums and the feasibility of mobile app development for teaching practices. It also investigates the impact of subtitles on language learning, the implementation of flipped classrooms in geography education, and the effectiveness of scaffolding in online learning environments. Additionally, the review assesses Islamic education teachers' methods to enhance student motivation and engagement and compares the outcomes of online versus face-to-face anatomy teaching in medical schools. The findings reveal significant insights into the evolving landscape of education, highlighting both the opportunities and challenges of digitalization and online instruction. Overall, the research underscores the importance of adapting pedagogical strategies to meet the diverse needs of learners in the current and post-pandemic educational landscape. |
|---|---|
| ISSN: | 1099-839X |
| DOI: | 10.14507/cie.vol26iss1.2253 |
