Review 1: Global Perspectives on Teaching with Technology: Theories, Case Studies, and Integration Strategies (A. Chigona, H. Crompton, N. Tunjera)
Review authored by: Seeun Jeon, University of Minnesota
Review of Chigona, A., Crompton, H., Tunjera, N. (eds). (2024). Global perspectives on teaching with technology: theories, case studies, and integration strategies. Routledge, 318 pages. ISBN 9781032524245
Introduction
In an era when the education field has been greatly impacted by artificial intelligence (AI), Global Perspectives on Teaching with Technology (Chigona et al. 2024) asserts the need and significance of quality training and support for teachers, with case studies of teachers from several countries. Throughout its 18 chapters, editors Agnes Chigona, Helen Crompton, and Nyarai Tunjera cover expansive cases that show how teachers’ pedagogical practices have been reconfigured in many different aspects: ranging from digital citizenship education to gender representation in the STEM field. The volume contributes to the field, highlighting how technology integration must be understood not only as a matter of using tools but also as a deeply situated, cultural, and relational practice. It positions teachers as critical mediators of technological change, drawing on theoretical frameworks such as TPACK, Communities of Practice, and design-based research to scaffold discussion. In addition, by demonstrating cases from divergent countries, it elaborates similarities and differences between them that have emerged from varying educational/sociocultural surroundings. As authors mention “by fostering collaboration and sharing best practices among educators and policymakers worldwide, we can effectively tackle these challenges and work towards creating a fairer and more inclusive technological environment in education” (2024: 285), the book ultimately sends a message to encourage global partnership among stakeholders to share resources and discuss how AI can be more effectively adapted for each educational context.
The editors have not organized the chapters thematically or by countries. Yet to make sense of the contributions, I have reviewed the book by grouping chapters into four thematic threads: (1) teacher professional development and training models, (2) agency and digital citizenship, (3) cultural and contextual considerations, and (4) global collaboration and policy implications. These threads highlight aspects of AI and its impact more holistically.
Teacher Professional Development and Training Models
Several chapters state the importance of designing robust professional development (PD) programs that help teachers to meaningfully integrate technology. Across these chapters, the call is clear: to be effective, teacher training for technology integration must not only be theoretically grounded but also centered around teachers’ agency and disciplinary needs.
Suggesting a Safe, Savvy, and Social (S3) digital citizenship framework, Chapter 2 provides guidelines for teachers and teacher educators to comprehensively understand and responsibly use AI in the classroom. While it emphasizes the importance of aligning the framework with classroom realities and across different subjects, it is unclear on how this particular framework accommodates that goal or how it is more effective compared to other known digital citizenship frameworks.
Chapters 5, 14 and 16 suggest professional development and training programs in which teachers can voice their experience and thoughts more frequently, which helps to raise teachers’ self-efficacy for using new technologies. Adapting the Community of Practice (CoP), Kirkpatrick training model, and dialogic design-based research respectively, the strength of these chapters is that authors address the potential of various theoretical frameworks for teachers in South Africa, Finland, and Kenya. However, as much as it is crucial to show the normative side of applying those frameworks and suggestions from each case, all of them could have provided more details on which specific sociocultural characteristics of the country’s education system the attributed teachers’ perspectives and experience shared during the study. That would fulfill the goal of providing a comparative and holistic understanding of global teachers’ AI and Information and Communication Technologies (ICT) use.
Agency and Digital Citizenship
Another major theme emerging from the volume is teachers’ competency to understand and nurture students as responsible future digital citizens. Several chapters raise critical questions about surveillance, representation, and the responsibilities of educators in shaping the digital lives of students.
Chapter 3 addresses the ethical issues surrounding technology surveillance in schools. It successfully prompts reflection on the surveillance and privacy issues raised by AI development and the ways teachers practice care as technical communicators. Yet deeper analysis of the implications of surveillance – how it has a different impact for people from certain backgrounds and creates intersection of different identities – and concrete cases about how to address the issue and practice care remain unspoken.
Chapter 6 shifts the focus to gender imbalance in STEM fields, emphasizing how stereotypes embedded in curricula and learning materials can either perpetuate or disrupt inequities. The chapter underscores the importance of teachers as agents of change in creating inclusive environments, being a role model for students. This ties to Chapter 7, which is based on the issue of how teachers project their own learning experience rather than drastically changing their teaching practices. It argues for teacher agencies to critically examine and select proper technologies based on their goals and needs, rather than simply looking at technology features.
At a theoretical level, Technological Pedagogical Content Knowledge (TPACK) has been used in some chapters to elaborate teachers’ skill to integrate not just technology skills but also their pedagogical and content skills. Chapter 8 analyzes pre-service teachers’ TPACK from an individual to a social level. It is meaningful analysis considering how TPACK now includes context knowledge that acknowledges the sociocultural environment within which teachers navigate technologies. It is also insightful that some chapters note teachers’ technological skill, as used in their personal and social life, can be different from that used for teaching. Chapter 13 uses the TPACK model to examine the case of reading lessons and technologies used, and how a teacher practiced their agency as an exemplar. Taken together, these chapters reveal a central tension: while technologies open up new opportunities for teaching and learning, they also bring ethical challenges and pressures that require critical agency.
Cultural and Contextual Considerations
A third thread across the book is the recognition that technology integration is always embedded in specific cultural and institutional contexts. These chapters highlight how cultural norms and crises, such as COVID-19, and systemic structures shape the ways teachers and learners engage with digital tools.
Introducing the Japanese culture of kaizen, seeking incremental improvement over time, Chapter 4 shows how recent ICT implementation and pre-service teacher education programs in the Japanese education system have been carried out. It addresses the key characteristics and strengths of the program, which are 1) an agile approach to monitor progress and iterate materials and 2) the implications of rethinking the meaning of teaching and learning through ICT. Similarly, Chapter 15 offers information about the Japanese government’s initiative to expand internet networks and distribution of digital devices for students. It argues for a new culture of teacher training, considering the disparity of ambition from new ICT policies and teachers’ actual interest and school infrastructure.
In relation to the COVID-19 pandemic, Chapter 10 examines self-directed learning (SDL) in South Africa, pointing out how pre-service teachers at that time went through SDL and its struggles. While the discussion would have been strengthened by situating SDL in the specific context of disruption from the pandemic and South African society and norms for teaching, the chapter provides a strong point in acknowledging teachers as learners, as well as the promise and direction of designing pre-service teacher programs in divergent modalities.
Chapter 11 engages with data and professional development programs in the Chinese context of newly introduced tablets for classes. With the perception in Chinese culture of teaching as a public activity, design-based research that fosters communication among teachers was conducted and supported dialogic and collaborative space for education stakeholders.
Although there could have been stronger reflection and connection between country or schools’ ICT programs and culture, these chapters reinforce the importance of recognizing local conditions and how they mediate the success of technology initiatives. These chapters collectively assert that educational technologies’ adoption is shaped by cultural norms, institutional histories, and the lived realities of teachers and learners.
Conclusion
The volume closes with a call for global collaboration and cross-country learning. Chapter 18 crystallizes this message by emphasizing the need for international partnerships among teachers, policymakers, and researchers. It also ties back to the statement from the introduction, highlighting the “pivotal role of educators as the mediators between technology and education, entrusted with shaping the learning experiences and empowering the next generation” (Chigona et al. 2024: 2).
Global Perspectives on Teaching with Technology is a timely volume that brings together diverse voices to reveal the complexities of technology integration in education and the need to support teachers and teacher educators. Its strength lies in its breadth: by covering cases from multiple countries as well as addressing divergent issues that arise from the use of educational technology in education, it weaves its analysis with relevant theoretical frameworks to amplify the effectiveness of professional development programs. It shows how teachers across contexts grapple with similar challenges of agency, equity, and cultural adaptation, while also revealing important local differences.
While the volume persuasively advocates for collective reflection and sharing of resources throughout its chapters, practical questions remain: where, how, and through what mechanisms can such global collaboration realistically occur given the diversity of educational systems and policy landscapes? Additionally, the book could have benefited from a more explicit thematic organization to understand cases in more comprehensive aspects: targeting pre-service and in-service teachers, by topics or the theoretical frameworks of the research. Also, while it is great to have sections from each chapter about the context – such as who are the teachers interviewed, what kind of schools/policies were analyzed – more introduction about the specific culture relevant to the topic, or reflection to connect results and discussion back to it, would have been more meaningful in helping readers to understand this volume as a robust comparative work.
For scholars and practitioners, the book offers both inspiration and provocation. It underscores the importance of equipping teachers not just with technical skills but with critical competencies to navigate change and situate technologies in local contexts. For policymakers, it highlights the value of international collaboration while cautioning against one-size-fits-all solutions. Ultimately, by showcasing how educators across the globe are reimagining their pedagogical practices, it invites us to reflect on the shared responsibility of building more inclusive, equitable, and contextually grounded approaches to teacher education.
Review 2: Transforming Higher Education Through Digitalization: Insights, Tools and Techniques (S.L. Gupta, N. Kishor, N. Mishra, S. Mathur, U. Gupta)
Review authored by: Fatemeh Ranjbaran Madiseh, Center for Preparatory Studies, Department of English for Sciences, Sultan Qaboos University, Muscat, Oman
Review of Gupta, S. L., Kishor, N., Mishra, N., Mathur, S., Gupta, U. (eds) (2021) Transforming Higher Education Through Digitalization: Insights, Tools and Techniques. CRC Press, Taylor and Francis Group, 327 pages. ISBN: 978-0-367-67630-8
Transforming Higher Education through Digitalization: Insights, Tools and Techniques (2021) edited by S. L. Gupta, Nawal Kishor, Niraj Mishra, Sonali Mathur, and Utkarsh Gupta addresses the all-round shift faced by higher education as it embraces digital transformation. The volume draws on voices from academia to examine tools, pedagogical approaches, and strategic insights that aim to transform teaching, learning, and institutional structures in the digital age.
The book is divided into three sections, comprising 18 chapters. Section 1, titled, “Transformation of Education” mainly focuses on the pandemic-driven upsurge of online teaching and the continuous need for embedding digital tools in higher education, its exploration for evolving student needs, industry expectations and the ongoing worldwide shift toward digital economies. These introductory chapters explain why digitalization is so crucial, not only as a response to previous crises such as the COVID-19 pandemic, but also as a sustainable transformation for quality, flexibility and accessibility. The authors present both opportunities (personalized learning, pedagogical innovation, increased accessibility) and challenges (resource barriers, digital divide, digital literacy of faculty) that are affecting universities, specifically through regional case studies, including Oman and India. It provides a rich empirical foundation, with both qualitative and quantitative studies. However, there is a heavy reliance on self-reported data, which limits generalizability (Chapters 1 to 4). While the empirical analyses are solid, the results do not seem to uncover innovative frameworks to confirm the specific challenges put forth. Chapters 5 and 6 pinpoint the challenges faced by students and faculty in the two contexts of India and Oman, which do have local relevance, but miss the comparative analysis with global norms. Another point to note is the need for a deeper discussion on digital transformation beyond the emergency context, towards the more expanding issue of the digital divide.
Section 2, “Understanding Technology in Education”, details specific technologies such as MOOCs, Learning Management Systems (LMS) such as Moodle, feedback systems and storyboarding, and the digital pedagogical methods and literacy needed for successful online teaching and learning. While the chapters are mainly descriptive and practical, assisting teachers on digital pedagogy design and adoption of technology, they lack integration with broader concepts such as learning analytics or institutional digitization strategies, such as those provided by Chakraborty et al. (2024). Chapter 9 provides a comprehensive description of technological adoption within teaching, research, and administration, but lacks engagement at the institutional level, such as assessments of transformational capabilities. A noteworthy issue is the need for critical analysis rather than surface-level description, specifically in the chapter on ‘Rubrics’ as a Tool for Holistic Assessment (Chapter 10), which lacks depth on validity and the dynamics of faculty acceptance. Chapter 11 provides a systematic and thorough literature review on why crowdsourced science projects struggle in academic settings, however, the scope is limited to the sciences, and the theoretical application of crowdsourcing models is weak. Chapters 12–14 explore digital tools with helpful insights for instructional designers, but also lack the necessary empirical evidence and reference to broader employability studies. Overall, this section would benefit from more critical reflection on the hurdles of digital transformations, which would provide valuable learning for readers.
Section 3 “Enhancing Teaching Quality in the Digital Age”, focuses on digital literacy, MOOCs engagement, emotional intelligence and upskilling faculty and students. The authors’ main focus centers on the human factor in digitization, i.e. motivation, social capital and sustainability. With a focus on gaining future-ready skill sets, the robust discussion on digital competencies required by both students and teachers, including support for professional development, is a very important highlight of this section (Chapter 15). However, it does not link with existing strategic planning models from the transformation literature, such as those proposed by Lytras et al. (2024) in Digital Transformation in Higher Education, which makes the current volume outdated in terms of theoretical scope. Further on, in Chapter 16, while the emotional-intelligence based model is promising, it lacks broad empirical validation. Chapter 18 provides a three-fold vision for the sustainability of digital education, including ecological, financial and pedagogical, bringing a future-oriented outlook, but once again it lacks an empirical roadmap or case comparisons on a global scale.
The book excels in offering sections on the sustainability of online teaching, the pedagogical effectiveness of digital versus face-to-face learning, challenges faced by faculty and students in digital landscapes, and the use of technologies such as Moodle for holistic assessment. However, no chapter addresses the rise of AI in education (e.g. adaptive AI tutoring and feedback practices), missing cutting-edge tech trends, especially generative AI and algorithmic dimensions, which are now reshaping higher education.
This volume has a number of merits. Offering practical insights through each chapter, it puts forth actionable strategies. For instance, guidance on supporting faculty and students in online transitions in Section 1, analysis of technology-driven assessment rubrics in Section 2, and case studies on enhancing teaching quality through MOOCs and online education in Section 3 which offer great examples mostly from the Indian subcontinent. By including topics such as crowdsourcing in science and technology-based feedback, the book underscores the interdisciplinary impact of digitalization in higher education.
While the range of topics is a clear asset, the book sometimes sacrifices depth for breadth. Key subjects, such as the long-term effects of digital transformation on teaching culture or digital equity could have benefited from deeper critical analysis (Aagaard & Lund 2019). Meanwhile, the chapters included in the volume draw heavily on the Indian higher education context. Readers from other regions may find some examples less directly applicable, particularly in areas reliant on specific educational policy frameworks. Although the book is broadly researched, closer engagement with seminal works on digital pedagogy and institutional digital transformation would have enriched the analysis and made the findings applicable to a wider audience.
Meanwhile, as the book provides a technology-focused overview, it tends to concentrate on practical challenges without sufficiently questioning the deeper philosophical and societal complications of digitalization. Compared to volumes like Digitalization of Higher Education: Opportunities and Threats by Chakraborty et al. (2024), which probe the policies and even ideological underpinnings of digital reforms, this work by Gupta et al. could further benefit from critically engaging with the structural consequences of such a digital transformation. In addition, this volume focuses mainly on the Indian context, while it could provide more comparative, global perspectives to increase its international applicability. By including valuable cross-national analyses of efforts made for digital inclusion, it could explore more deeply the challenges of inclusivity and design. More authentic accounts from students and practitioners at a more diverse level would enhance the credibility and breadth of its case studies. For example, Aagard and Lund (2019) underscored the importance of human agency in the midst of technological transformation, a perspective that is only slightly touched upon by Gupta et al. It is now of crucial importance to give voice to students regarding the boundless changes the classroom is going through today, voices that are mostly being neglected due to the greater attention given to teachers and techniques they are using.
Review 3: Teaching and Learning with Innovative Technologies in Higher Education: Real-World Case Studies (G. Roushan, M. Polkinghorne, U. Patel)
Review authored by: Hastangka, The Research Center for Education, National Research and Innovation Agency, Indonesia
Review of Roushan, G., Polkinghorne, M., & Patel, U. (eds.). (2025). Teaching and learning with innovative technologies in higher education: Real-world case studies. Routledge, 270 pages. ISBN: 978-1-032-63526-2
As higher education navigates the ongoing digital transformation catalyzed by global crises, shifting learner expectations, and technological acceleration, the integration of educational technology is no longer optional but essential. In this context, Teaching and Learning with Innovative Technologies in Higher Education: Real-World Case Studies, edited by Gelareh Roushan, Martyn Polkinghorne and Uma Patel (2025), presents a timely and highly practical contribution to the field. Comprising 30 detailed case studies across six thematic chapters, the volume provides authentic, reflective insights into how technology is reshaping pedagogy, student engagement, and institutional practices in higher education. This review critically assesses the book’s theoretical precision, coherent framework, thoroughness, thoughtful involvement, and practical contributions to contemporary teaching and learning. The text is analyzed through a scholarly lens rooted in educational theory, digital pedagogy, and curriculum innovation.
The book offers primary, experience-based examples of how educators and institutions are responding to both challenges and opportunities posed by digital transformation. However, while the case studies are highly engaging, the book could have benefited from stronger theoretical synthesis connecting these examples to broader educational change frameworks such as sociocultural learning theory or critical digital pedagogy. Each chapter centers on a thematic area—from simulation and visualization to online engagement, inclusivity, and assessment—while the case studies emphasize practical implementation without losing sight of pedagogical integrity. For example, Case Study 1.1 by Evans and Hutchinson addresses the use of Virtual Field Trips (VFTs) created with digital visualization tools during the COVID-19 lockdowns. Rather than framing these as stopgap measures, the authors reflect on how VFTs promote accessibility and equity for students with physical or psychological barriers to fieldwork, thus aligning with Universal Design for Learning (UDL) principles (Cast 2018).
Similarly, Case Study 1.2 discusses a Technology-Enabled Laboratory (TEL) system used to enhance programming instruction. The authors critically evaluate how automation, immediate feedback, and personalized analytics can improve problem-solving skills, self-regulated learning, and digital fluency. This aligns with constructivist approaches to learning (Papert 1980) and reaffirms the necessity of pedagogical intentionality in tech integration. Importantly, the editors resist a techno-utopian narrative. Several case studies—such as the implementation of virtual proctoring tools or the failure of certain VR initiatives—highlight both the affordances and limitations of digital solutions, reinforcing a balanced, evidence-informed stance.
The book is logically organized and thematically cohesive. Each of the six chapters begins with a concise introduction that contextualizes the case studies and aligns them with broader educational trends. This ensures that readers can navigate the volume both linearly and modularly, depending on interest or relevance. The sequencing of chapters—from conceptual innovations like immersive technologies (Chapter 1) to operational concerns such as improving teaching standards (Chapter 5)—reflects a thoughtful progression from classroom-level innovation to institutional transformation. Furthermore, repeated themes across chapters, such as inclusivity, student agency, and reflective practice, enhance the volume’s internal coherence and reinforce key messages.
One commendable editorial decision is the inclusion of educators’ and students’ voices throughout the cases. This first-person perspective supports the authenticity and trustworthiness of the book’s findings and aligns with qualitative educational research standards (Adler 2022). The book’s comprehensiveness is one of its most distinctive strengths. Spanning 30 case studies from a wide array of global higher education contexts, the volume engages with diverse disciplines (e.g., computer science, social work, environmental studies), learning modes (e.g., blended, online, immersive), and stakeholder groups (e.g., undergraduate students, postgraduate researchers, teaching staff).
Chapters 2 and 3 are particularly compelling in addressing the student experience. Case Study 3.4, for example, by Uma Patel, evaluates the integration of AI avatars into workshops on inclusive teaching, revealing how critical pedagogy can be combined with technological tools to support faculty reflection on equity and social justice. This intersects with transformative learning theory (Mezirow 2000) and anticipates the ethical dimensions of AI in education. Moreover, the breadth of tools discussed—from widely adopted platforms like Microsoft Teams and Moodle to niche technologies like LEGO® Serious Play®—ensures relevance across institutional types and budgets. Each case includes context-specific considerations and practical takeaways, allowing readers to translate insights into their own teaching environments.
Although equity and inclusivity are prioritized, the epistemological diversity of learners and faculty could have been more explicitly addressed. A notable feature of this book is its deep reflective quality. Contributors do not merely report on technological interventions; they critically evaluate outcomes, identify challenges, and suggest iterative improvements. This reflective stance aligns with Schön’s (2017) notion of the “reflective practitioner,” a cornerstone in professional and adult education.
Many case studies incorporate feedback loops through student surveys, analytics dashboards, and post-implementation reviews. For instance, student reactions to VFTs reveal nuanced understandings—not only about access and flexibility but also the irreplaceable value of real-world experience. Rather than viewing such feedback as summative evaluation, authors often describe how it informed subsequent design changes, demonstrating a commitment to responsive pedagogy. The integration of frameworks such as UDL, CDIO (Conceive–Design–Implement–Operate), and active learning principles situates the case studies within contemporary educational theory. This enhances the volume’s academic rigor and bridges the often-perceived gap between theory and practice.
Teaching and Learning with Innovative Technologies in Higher Education makes a significant and timely contribution to the evolving landscape of global higher education, particularly in the following key domains: Firstly, Pedagogical Innovation: The book compellingly demonstrates how digital tools can transform not only instructional delivery but also the design, assessment, and reflective practice of teaching. These case studies push educators toward learner-centered paradigms supported by immersive simulations, gamified platforms, and virtual environments. For institutions in regions like South Asia, Southeast Asia, and parts of Africa, where bandwidth, hardware, and classroom technology are not uniformly available, these innovations offer both inspiration and a prompt for contextual adaptation. The challenge, however, lies in ensuring that such innovations are scalable and sustainable in environments where devices may be shared, internet access unreliable, and electricity inconsistent. In this regard, the book’s insights can support blended or mobile-first learning models tailored to resource-constrained contexts.
Secondly, Faculty Development: Several chapters in the book detail structured support systems for building digital competence among faculty—including self-paced online modules, peer learning, and scaffolded onboarding programs. This emphasis is highly relevant to universities in low- to middle-income countries, such as those in Sub-Saharan Africa, Nepal, Bangladesh, Cambodia, and rural Indonesia, where educators may have limited access to professional development opportunities or digital training. The strategies outlined can inform initiatives led by ministries of education, regional networks, or development partners that seek to foster a digitally literate academic workforce. Importantly, the book offers realistic pathways for gradual capacity building, acknowledging that transformation does not require immediate access to advanced infrastructure, but instead depends on strategic planning, institutional will, and culturally aware training models.
Thirdly, Equity and Inclusion: The book maintains an unwavering focus on designing inclusive learning environments—considering students with disabilities, neurodivergence, or socio-economic barriers, as well as first-generation and international students. This concern resonates deeply in South Asia and Africa, where higher education access remains uneven, and dropout rates are often tied to socio-economic and geographic inequities. In Southeast Asian contexts, such as the Philippines, Myanmar, or Vietnam, where students may rely on smartphones and mobile data for learning, the book’s emphasis on asynchronous access, lightweight platforms, and Universal Design for Learning becomes practically significant. The case studies challenge educators and institutions to shift from retrofitting accessibility to proactively embedding it in curriculum and platform design—a vital message for regions where marginalized groups are still fighting for equitable digital access.
Fourthly, Institutional Strategy: Beyond the classroom, the volume engages with institutional-level digital transformation through case studies focused on assessment reform, VLE integration, data-driven decision-making, and quality assurance. This strategic lens is especially useful for universities in Africa, South Asia, and Southeast Asia attempting to leapfrog into hybrid or online models. For institutions facing infrastructure constraints—such as unstable LMS hosting, limited IT staffing, or inadequate funding—the book offers adaptable models of change that emphasize phased implementation, staff ownership, and the creative repurposing of available tools. Policymakers and university leaders in these regions can use the insights to inform national digital learning strategies, align with Sustainable Development Goals (SDGs), and build resilient education systems in the face of ongoing global disruptions.
In summary, the book functions as both a scholarly and practical resource. It is well-suited for integration into faculty development programs, digital transformation workshops, graduate-level education courses, and leadership retreats across diverse regional contexts. Most notably, its messages are not confined to elite or resource-rich institutions. Educators and administrators in South Asia, Southeast Asia, and Africa—regions often underrepresented in global EdTech discourse—will find the book’s case studies relevant, adaptable, and encouraging. The emphasis on reflective practice, human-centered design, and educational equity makes it particularly valuable for those working to close the digital divide in higher education.
Roushan, Polkinghorne, and Patel’s edited volume is a contemporary contribution to the evolving literature on educational technology and higher education transformation. It combines theoretical rigor with practical relevance and showcases diverse, international efforts to make learning more inclusive, flexible, and engaging through digital innovation.
This book is recommended for educators, instructional designers, academic developers, and higher education leaders who seek grounded, reflective, and scalable models of technology-enhanced pedagogy. As higher education continues to adapt to changing learner needs and global challenges, Teaching and Learning with Innovative Technologies in Higher Education provides both inspiration and actionable insight.
Review 5: Innovative Education Technologies for 21st Century Teaching and Learning (M. Mujtaba Asad, F. Sherwani, R. Bin Hassan, P. Churi)
Review authored by: Ming Chen, School of Education, University of Bristol, Bristol, United Kingdom
Review of Mujtaba Asad, M., Sherwani, F., Bin Hassan, R., Churi, P. (eds.) 2021. Innovative education technologies for 21st century teaching and learning. CRC Press, Taylor & Francis Group, 216 pages. ISBN: 9780367699079 https://doi.org/10.1201/9781003143796
There is no doubt that we are living in an era of rapid technological advancement, and education is undergoing an unprecedented transformation. Against this background, Innovative Education Technologies for 21st Century Teaching and Learning (2021), edited by Muhammad Mujtaba Asad, Fahad Sherwani, Razali Bin Hassan, and Prathamesh Churi, emerges as a timely and insightful contribution to this shifting landscape. Drawing on research from scholars across India, Pakistan and Malaysia, the book aspires to explore how innovative educational technologies are reshaping teaching and learning paradigms in the 21st century.
As a PhD student with research interests in computer assisted learning, naturally I was drawn to this book by its ambitious title and scope. In this review, I aim to introduce the book to fellow educational technologists, instructional designers, and higher education educators, and to evaluate its relevance to both professional practice and theoretical development.
The book’s core objective is to illuminate how technology is facilitating a shift from traditional teacher-centred education to more student-centred approaches. It signals a strong intention to position itself as a defining text in the domain of educational technology. As the editors explain in the preface, their goal is to “highlight all the aspects of innovative 21st-century educational technologies and skills which can enhance the teaching and learning process on a broader spectrum based on the best practices around the globe” (Mujtaba Asad et al. 2021: ix). This ambitious vision is complemented by a retrospective reflection on the challenges brought by the COVID-19 pandemic and a forward-looking inquiry into how educational technologies might address future crises in emergency remote teaching.
Specifically, the book comprises 13 chapters authored by different contributors, collectively offering a multidimensional and multifaceted perspective on educational technology. This multi-author structure could allow the book to combine macro-level policy insights with micro-level practical examples. Rather than summarising each chapter in sequence, I will synthesise the book’s main ideas and assess its overall contributions. This review is thus organised around three focal points: the book’s relevance to (1) educational technologists, (2) instructional designers, and (3) higher education practitioners.
For educational technologists, this book provides a rich combination of theoretical frameworks and practical case studies that address key challenges in the field. A notable strength lies in its attention to open access tools. Chapter 1, Toward Future-Proof Technical Education: Digital Competency Development Through Open Educational Resources & Software, foregrounds the role of Open Educational Resources (OER) and Open Source Software (OSS) in cultivating digital competency. Particularly in resource-constrained contexts, OER and OSS offer scalable and cost-effective solutions that enable the design of accessible learning infrastructures and broaden opportunities for teachers and learners. This emphasis on open access aligns with broader goals of promoting educational equity and sustainability.
The book also examines the integration of emerging technologies into teaching practice. Chapter 2 presents experimental evidence on the use of Virtual Reality (VR) to enhance pre-service teachers’ science competencies, illustrating the potential of immersive environments. Chapter 7 explores Digital Game-Based Learning (DGBL) as a means of improving learners’ engagement and problem-solving attitudes in mathematics. Meanwhile, Chapter 10 introduces Electroencephalogram (EEG) signals as an innovative tool for capturing learners’ cognitive states, offering new directions for adaptive learning design. Collectively, these chapters provide empirical grounding and design insights for educational technologists aiming to harness cutting-edge tools.
In terms of systemic innovation, Chapter 6 provides a holistic analysis of digital innovation in e-learning systems, particularly in the wake of COVID-19. It considers how technologies such as ICT, the Social Internet of Things (SIoT), and Artificial Intelligence (AI) interact with pedagogical digital competence, computer self-efficacy, and psychological factors like technostress. This systems-level view helps educational technologists navigate the intersection of technology, pedagogy, and user experience.
Finally, Chapter 12 takes a critical sociological stance, reminding readers that technology alone cannot resolve deeply embedded social inequalities. The chapter unpacks the concept of the digital divide, emphasising the need for inclusive design strategies that take account of disparities in socioeconomic status, infrastructure, and access. For educational technologists, this serves as a caution against techno-solutionism and a call to ensure that technological innovations do not exacerbate existing inequities.
For instructional designers, this book offers timely and practical insights into designing effective learning experiences in digital and hybrid environments, particularly under rapidly changing or uncertain conditions. A key contribution lies in its treatment of emergency remote teaching. Chapter 3, Learners’ Perspective of Emergency Remote Teaching in a Public Higher Education Institution, offers a detailed analysis of students’ experiences with emergency online learning during the COVID-19 pandemic, focusing on issues such as internet access, device availability, and effective learning strategies. The chapter underscores the importance of designing flexible and accessible online courses that prioritise user experience over rigid pedagogical ideals. For instructional designers, this could offer valuable direction on how to respond to learner constraints and create resilient instructional models during times of crisis.
Another notable example is Chapter 4, which documents the design and implementation of advanced instructional strategies in a virtual chemistry laboratory. Covering topics such as organic synthesis, stereochemistry, and spectroscopy, the chapter illustrates how simulation-based environments can compensate for the absence of physical labs. It encourages instructional designers to consider how virtual labs can be adapted to other disciplines, while also offering practical insights into assessment, time management, and learner engagement in immersive online contexts.
The book also explores the complexities of blended learning. Chapter 8, Challenges and Futuristic Approach of Blended Learning in Higher Education, offers a thorough discussion on balancing online and face-to-face components, selecting appropriate synchronous and asynchronous tools, and navigating stakeholder expectations. For instructional designers, it provides a conceptual framework and practical considerations for developing robust blended learning models that are pedagogically sound and contextually appropriate.
Learner autonomy, a critical goal in instructional design, is addressed in Chapter 5 through a case study of a weblog-mediated ESL classroom in Pakistan. The chapter demonstrates how technology can be used to promote student agency, intrinsic motivation, and self-regulation. Design elements such as immediate feedback, peer interaction, and open content publishing are shown to enhance autonomy and engagement. For instructional designers, this case provides actionable strategies for cultivating learner-centred environments and supporting self-directed learning.
Beyond technical insights, this book offers higher education educators important reflections on humanistic care, professional growth, and pedagogical adaptation in the digital era. Chapters 1 and 6 both emphasise the critical importance of developing 21st-century digital competencies. As technology becomes increasingly embedded in higher education, educators are called upon to enhance their digital literacy and techno-pedagogical skills. The book encourages teachers to see themselves not only as transmitters of knowledge but as facilitators of learning and curators of digital content. It also provides direction for self-assessment and ongoing professional development, reinforcing the idea that teaching in the 21st century requires continual upskilling and pedagogical innovation.
Crucially, the book addresses student well-being alongside academic readiness. Chapter 11, Impact of Students’ Psychological Distress on Their Academic Performance Through E-Learning Readiness, examines how psychological distress during the pandemic affected academic outcomes, highlighting the mediating role of e-learning readiness and the moderating effect of change-oriented leadership. This chapter reminds educators that effective online teaching involves more than just delivering content. It also requires attention to students’ emotional well-being and the provision of adequate support systems to maintain engagement and academic performance under pressure.
The book also provides practical insights drawn from real-world teaching experiences. Chapter 9 recounts the experiences of university faculty in Pakistan as they shifted from face-to-face to online teaching. The chapter candidly discusses challenges related to assessment, student motivation, and digital access. These narratives offer relatable, grounded lessons that can inform and guide educators facing similar transitions, especially in settings with limited infrastructure or pedagogical support.
Finally, the book encourages educators to align with the broader goals of Education 4.0. Chapter 13, Engineering Students’ Motivation Toward Education 4.0: A Conceptual Framework for Rural Sindh, proposes a conceptual framework that captures how rural learners perceive and respond to emerging educational paradigms, offering insights into learner motivation in underrepresented contexts. For educators, this presents both a diagnostic tool and a motivational call to actively embrace pedagogies that prepare students for the demands of future work and lifelong learning.
Overall, this book’s greatest strength could be its multidimensional scope. It approaches educational technology not merely as a technical tool, but through sociological, psychological, and pedagogical lenses. By anchoring its discussions in the context of the COVID-19 pandemic, it offers timely reflections on how technology mediates educational continuity and crisis response. By addressing pandemic-era challenges, the book remains relevant and applicable as educational institutions transition into the post-pandemic era.
Besides, many chapters combine theoretical discussions with empirical research, including experimental studies, survey data, and case-based analyses. Notable examples include studies on VR (Chapter 2), DGBL (Chapter 7), and EEG technologies (Chapter 10), which provide tangible evidence of how emerging tools can shape learning outcomes and engagement.
While the book offers many strengths, there are also aspects that could benefit from further exploration. In particular, although the inclusion of regional case studies adds valuable diversity, some conclusions may be shaped by their specific sociocultural and economic contexts. For example, case studies from India, Pakistan, and Malaysia provide important local insights but may have limited generalisability to institutions operating in markedly different settings. As such, educators in other regions may need to adapt or reinterpret the book’s recommendations to align with their own educational environments.
Nonetheless, Innovative Education Technologies for 21st Century Teaching and Learning (Mujtaba Asad et al. 2021) remains a valuable resource for educational technologists, instructional designers, and higher education educators. It underscores the importance of digital competencies, the application of emerging technologies, and the adoption of innovative pedagogical approaches. At the same time, it draws attention to broader issues such as the digital divide and student well-being, which warrant greater consideration in an era increasingly shaped by technically focused discourse (Aissaoui 2022). Furthermore, it points to several promising directions for future research such as designing more inclusive technology-enhanced learning environments (e.g., Chapter 12); developing better methods to capture the cognitive and emotional impact of educational technologies (e.g., Chapter 7); and developing teachers’ and students’ digital literacy in a rapidly evolving landscape (e.g., Chapter 1).
To conclude, this book is a valuable resource for professionals committed to advancing digital transformation in education. For postgraduate students and novice researchers, it offers a useful entry point for understanding the evolving field of educational technology. It provides not only practical guidance for addressing current challenges but also thoughtful inspiration for reimagining the future of teaching and learning.
Competing Interests
The authors have no competing interests to declare.