TEACHERS’ PERCEPTIONS AND STUDENTS’ ACHIEVEMENT IN THE DIGITAL AGE: A SYSTEMATIC REVIEW OF EMPIRICAL STUDIES

Abstract

New digital technologies have been rapidly used in the educational sector, in transforming the teaching practice and learning environment. The systematic review focuses on teachers’ conception of digital educational tools for student academic achievement in mathematical subject at elementary level. The structured searches of scholarly databases ERIC, PsycINFO, and Scopus retrieved peer-reviewed studies (2017 – 2024). Twenty-five empirical studies `analyses were made based on themes and the results reveal that the attitude of teachers with regard to usefulness, ease-of-use, preparedness and self-efficacy, as well as training and institutional support, is directly related to the quality of integration and affects student performance, interest and abstract cognition along with contextual issues, which are demonstrated in such situations as in Pakistan. The suggested recommendations are specific professional training, approaches to fair access, commitment to dependable infrastructure, and fostering a positive school environment to incorporate digital technologies to produce better learning results.