A systematic review of classroom technologies supporting student centered teaching

Abstract

Purpose: This systematic review aims to investigate how enabling technologies have been utilized to support the implementation and effectiveness of Student-Centered Teaching (SCT) strategies particularly Peer Instruction (PI) and Think-Pair-Share (TPS) across various educational levels between 2014 and 2023. The study seeks to identify the types of technologies employed, the educational contexts in which they are applied, and the thematic outcomes associated with their use. Design/methodology/approach: Following PRISMA guidelines, a systematic search was conducted in five major academic databases (Springer Link, ACM, IEEE Xplore, Science Direct, and Wiley) were systematically searched. Twenty-nine (29) studies met the inclusion criteria. Findings: Key technologies supporting SCT strategies include web-based platforms, Learning Management Systems (LMS), Classroom Response Systems (CRS), mobile devices, and Virtual Reality (VR). Thematic analysis of the included studies revealed outcomes such as improved learner engagement, motivation, achievement, critical thinking, and participation. However, most studies focus on STEM subjects and higher education levels. Additionally, the impact of technology on improving teachers’ instructional delivery, based on the generated themes was discussed, which will guide researchers and educational stakeholders to analyze the use of technology for two strategies for education. Practical implications: Findings indicate that effective SCT implementation depends on appropriate technology integration and ongoing teacher professional development. Originality/value: This review offers a timely synthesis of SCT strategies supported by digital tools and highlights research gaps in non-STEM subjects and underrepresented regions.