Teacher-mediated digital pedagogies for learning and mental health in low-resource schools: A systematic review

Abstract

This systematic integrative review synthesises empirical evidence on teacher-mediated digital pedagogies and their influence on learning and mental health in low-resource schools. Digital technologies are widely promoted as solutions to educational inequality. However, reform initiatives continue to prioritise access to devices and connectivity. Less attention is given to how teachers shape digital learning environments and to the psychological impact of these environments. Mental health challenges, including stress, disengagement, and technostress, remain prevalent in under-resourced contexts. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Structured searches were conducted in Scopus, Web of Science, ERIC, and Google Scholar. The search included peer-reviewed empirical studies published between 2015 and 2025. Studies examined digital pedagogy, teacher practice, low-resource schooling, and mental health outcomes. After screening and eligibility assessment, 27 studies were included in the final synthesis. Data were analysed using inductive thematic synthesis. Sociocultural theory and self-determination theory guided the interpretation. Three interrelated dimensions emerged. The first is pedagogical mediation, which includes scaffolding and instructional structure. The second is social-emotional mediation, which includes belonging, autonomy support, and psychological safety. The third is contextual mediation, which reflects infrastructural and socio-economic constraints. The findings show that digital tools support learning and mental health when used with intentional teacher mediation. Technology alone does not produce equitable or psychologically supportive outcomes. Bridging educational and mental health gaps requires sustained investment in teacher capacity and relational digital pedagogy in low-resource settings.