Teaching reading comprehension in the digital age: a case study of secondary English teachers in Ogun State, Nigeria

Abstract

Digitalisation has significantly reshaped education, including reading instruction. The integration of Educational Technology (EdTech) promises to boost engagement, personalise learning, and deepen comprehension. However, the digital divide, characterised by unequal access and digital literacy, obstructs equitable education and limits EdTech’s potential. This systematic review explores EdTech integration in reading comprehension instruction among secondary English Language teachers in Ogun State, Nigeria. To ensure currency and relevance to rapidly evolving digital practices, the review focused on 16 studies published between 2017 and 2025, sourced from Scopus, Google Scholar, and ResearchGate. The period 2017–2025 was chosen to capture recent advancements and trends in EdTech, reflecting the dynamic nature of digital resources and their pedagogical applications. Findings indicate that EdTech has proven to boost reading comprehension through collaborative platforms, allowing students to share insights and practice exercises, leading to deeper understanding. However, its implementation is hampered by significant challenges. Teachers struggle with technological comfort, time constraints, and heavy workloads. Furthermore, a lack of technical support, maintenance, and clear policies creates barriers. Ignoring these issues risks increasing resistance to EdTech, hindering its potential to positively impact reading instruction.