Jul 2026· Frontiers in Education· 0 citations· 56 references
Abstract
This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.
This study aimed to synthesise empirical evidence on the internal and external factors influencing the development of teachers' global competence through a systematic literature review guided by the ROSES protocol, the PRISMA 2020 reporting guidelines, and the PICo framework. Global competence is increasingly recognised as essential in twenty-first-century teacher education. However, the existing literature tends to examine the internal and external factors influencing its development in isolation, without an integrated synthesis. A literature search was conducted using the Scopus database for studies published between 2020 and 28 June 2026, which identified 421 initial records. Following the screening, eligibility assessment, and quality appraisal processes using the Mixed Methods Appraisal Tool (MMAT) 2018, 38 articles were included in the final synthesis. Inductive thematic analysis generated two main themes, namely Internal Factors and External Factors, encompassing ten subthemes. External factors were more frequently reported in the literature, with Policy and Curriculum (50.0%) and Pedagogy and Classroom Practices (47.4%) emerging as the most dominant subthemes. Among the internal factors, Attitudes, Beliefs, and Values (44.7%) and Professional Identity and Dispositions (34.2%) were the most prominent. In contrast, Self-Efficacy and Confidence, as well as Motivation and Readiness, remained relatively underexplored. This review identified theoretical, methodological, measurement, and contextual gaps, particularly the absence of an integrated framework explaining the interaction between internal and external factors, and the limited empirical evidence concerning the translation of global competence into teachers' professional practices. Studies conducted in Malaysia and Southeast Asia also remain underrepresented. The findings have implications for the development of teacher global competence models and the design of teacher education programmes, professional development initiatives, and curriculum policies that are more contextually relevant to the demands of global education.
Norjilawati Binti Mohd Amin, S. Salim, Hishamuddin Ahmad· International journal of res...· 0 citations
Critical thinking is an essential competency for addressing the challenges of contemporary education. The objective of this systematic review was to analyze the teaching strategies with the strongest scientific support for its development across different educational contexts. The study was conducted according to the PRISMA 2020 guidelines through the review of twenty studies published between 2022 and 2026, selected from specialized databases according to quality and relevance criteria. The results show that problem-based learning, project-based learning, metacognition, and active methodologies are the most effective strategies for strengthening analysis, argumentation, problem-solving, and self-regulation skills. Likewise, generative artificial intelligence emerges as a complementary resource whose impact depends on appropriate pedagogical mediation. It is concluded that the development of critical thinking requires a comprehensive educational approach that articulates didactic innovation, teacher training, and emerging technologies.
Violeta Chamaya Becerra, Juan Pedro Soplapuco Montalvo· Minerva· 0 citations
This article presents the results of a Systematic Literature Review (SLR) on the development of creativity in mathematics teacher education between 2013 and 2023. The objective is to map and analyze the state of knowledge regarding how creativity is integrated and developed within initial and continuing teacher education contexts. The PRISMA protocol was used to compile the document corpus, resulting in 20 studies (seven doctoral theses, eight master's dissertations, and five articles). Analyses focused on conceptions of creativity and the theoretical frameworks regarding its development in teacher education found in the research, in alignment with the CCDM (Conceptual Frameworks for Creativity in Mathematics Education). The results indicate that creativity is conceived as a developable professional competence centered on problem posing and solving, the (re)design of open-ended tasks, and the integration of mathematics, art, and playfulness. Although there have been advances in promoting procedural flexibility, gaps remain regarding genuine teacher authorship and the sustainability of these practices in the face of institutional and curricular barriers. Creativity acts as a catalyst for breaking away from traditional, reproductive teaching models, calling for educational processes that value creative insubordination, autonomy, and teacher authorship as fundamental pathways toward a more critical, inclusive, and humanized mathematics education.
Adriana Santos Sousa, Tânia Cristina Rocha Silva Gusmão, Teresa-F. Blanco et al.· Revista de Estudos Interdisc...· 0 citations
Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.
A. R. Islami, Ade Gafar Abdullah, Dadang Lukman Hakim et al.· Jurnal Pembelajaran Bimbinga...· 0 citations
This systematic review examines gamification as a teaching strategy that can enhance the teaching-learning processes of literacy by making them more dynamic, participatory, and meaningful for students in General Basic Education (EGB). The objective of this study is to analyze the contributions of gamification as a teaching strategy for strengthening literacy. It was conducted using the PRISMA methodology, involving an exhaustive literature search in academic databases such as Scielo, Latindex, and Scopus, considering publications from 2020 to 2026. Initially, 582 articles were identified; after applying the inclusion and exclusion criteria, the screening process, and the eligibility assessment, 15 relevant scientific articles were selected for the final analysis. The results highlight that gamification increases interest, motivation, active participation, critical thinking, and meaningful learning, thereby promoting the development of skills such as reading comprehension, written production, and other communication competencies. Furthermore, both international and national studies agree that the proper implementation of strategies requires adequate instructional planning and teacher training. In conclusion, gamification is an effective and relevant instructional strategy for strengthening literacy, providing scientific evidence that supports its incorporation into academic processes and its contribution to a transformative and inclusive education.
Diana Elizabeth Marcalla Bajaña, B. P. Pinto Ayala, Madeline María Alvia Rodríguez et al.· Sage Sphere Multidisciplinar...· 0 citations
Mathematical communication is an important tool in the process of teaching and learning mathematics, as it promotes conceptual understanding, critical thinking, and problem-solving; however, there are gaps that hinder its promotion in secondary and higher education. The objective of this study was to identify effective strategies for promoting mathematical communication through a systematic review. A search for articles was conducted in the Scopus scientific database, following the PRISMA 2020 protocol. Studies evaluated using the MMAT tool were analyzed, and studies published between 2019 and 2025 that met the established inclusion criteria were considered. Of the 75 articles identified, 41 were included. The findings highlight the effectiveness of collaborative strategies, educational technology, and reflective mathematical writing. However, limitations were identified regarding the duration of the studies, sample sizes, and the geographical concentration in Asia. It is concluded that mathematical communication is a fundamental tool in mathematics learning, the effectiveness of which depends on pedagogical, technological, and contextual factors; therefore, longitudinal, comparative, and cross-cultural studies are recommended. It is recommended to strengthen teacher training and implement multimodal approaches to optimize educational outcomes.
Sussy De los Rios Botteri, Gerardo Omar Conde Cervantes· Espirales: Revista Multidisc...· 0 citations