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A Systematic Review of Research on Teaching Web Design to Secondary School Students through HTML and CSS

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Title: A Systematic Review of Research on Teaching Web Design to Secondary School Students through HTML and CSS
Language: English
Authors: Oleksandr Ye. Kharchenko, Serhiy O. Semerikov (ORCID 0000-0003-0789-0272)
Source: Discover Education. 2026 5.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Secondary Education
Descriptors: Web Sites, Design, Secondary School Students, Teaching Methods, Internet, Foreign Countries, Career and Technical Education
DOI: 10.1007/s44217-025-01079-0
ISSN: 2731-5525
Abstract: Introduction: Teaching web design using HTML and CSS is an increasingly important component of secondary education, preparing students for future careers in information technology. This systematic review examines research on methodologies and tools for teaching web design in secondary schools, identifying key effectiveness factors and approaches to overcome learning difficulties. Methods: Following PRISMA methodology, we conducted a systematic review of research published between 2007 and 2024. Initial searches in Scopus and Web of Science were expanded to include Google Scholar and additional databases following reviewer recommendations. Nine studies meeting inclusion criteria were selected from comprehensive searching. Inclusion criteria focused on empirical research involving HTML/CSS instruction in secondary or vocational schools with full-text availability. The limited number of studies despite expanded searching confirms the nascent state of empirical research in this domain. Results: Analysis revealed increasing research interest since 2017, with most studies conducted in Indonesia and the United States. Research predominantly focused on professional technical schools with 10th-grade students. Key findings are organized around three themes: (1) digital tools and platforms supporting web design education, including gamification platforms, learning management systems, and visual programming environments; (2) factors influencing learning effectiveness, including student characteristics, pedagogical approaches, and technical infrastructure; and (3) common learning difficulties and their solutions, particularly regarding complex material comprehension and student motivation. The recent emergence of gamification-based approaches shows particular promise for enhancing student engagement. Conclusions: Effective web design instruction requires a comprehensive approach integrating modern methodologies and tools while addressing student needs and providing adequate support. Project-based learning, gamification, and interactive environments emerged as particularly effective approaches. The scarcity of empirical research, confirmed through expanded searching, highlights the urgent need for additional studies. Future research should compare the effectiveness of different teaching methodologies and develop evidence-based recommendations for optimizing instruction across various educational contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504760
Database: ERIC
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  Data: A Systematic Review of Research on Teaching Web Design to Secondary School Students through HTML and CSS
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  Data: <searchLink fieldCode="AR" term="%22Oleksandr+Ye%2E+Kharchenko%22">Oleksandr Ye. Kharchenko</searchLink><br /><searchLink fieldCode="AR" term="%22Serhiy+O%2E+Semerikov%22">Serhiy O. Semerikov</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0789-0272">0000-0003-0789-0272</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink>
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  Data: 10.1007/s44217-025-01079-0
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  Data: Introduction: Teaching web design using HTML and CSS is an increasingly important component of secondary education, preparing students for future careers in information technology. This systematic review examines research on methodologies and tools for teaching web design in secondary schools, identifying key effectiveness factors and approaches to overcome learning difficulties. Methods: Following PRISMA methodology, we conducted a systematic review of research published between 2007 and 2024. Initial searches in Scopus and Web of Science were expanded to include Google Scholar and additional databases following reviewer recommendations. Nine studies meeting inclusion criteria were selected from comprehensive searching. Inclusion criteria focused on empirical research involving HTML/CSS instruction in secondary or vocational schools with full-text availability. The limited number of studies despite expanded searching confirms the nascent state of empirical research in this domain. Results: Analysis revealed increasing research interest since 2017, with most studies conducted in Indonesia and the United States. Research predominantly focused on professional technical schools with 10th-grade students. Key findings are organized around three themes: (1) digital tools and platforms supporting web design education, including gamification platforms, learning management systems, and visual programming environments; (2) factors influencing learning effectiveness, including student characteristics, pedagogical approaches, and technical infrastructure; and (3) common learning difficulties and their solutions, particularly regarding complex material comprehension and student motivation. The recent emergence of gamification-based approaches shows particular promise for enhancing student engagement. Conclusions: Effective web design instruction requires a comprehensive approach integrating modern methodologies and tools while addressing student needs and providing adequate support. Project-based learning, gamification, and interactive environments emerged as particularly effective approaches. The scarcity of empirical research, confirmed through expanded searching, highlights the urgent need for additional studies. Future research should compare the effectiveness of different teaching methodologies and develop evidence-based recommendations for optimizing instruction across various educational contexts.
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