Teachers with solid technological backgrounds are better equipped to improve and transform the educational process to achieve a high-quality education. The Arksey and O'Malley framework was adopted for this scoping review, and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to choose journals. The study aimed to analyze international studies to ascertain the authors’ study design, teachers’ ICT proficiency, the study's significance, and potential areas for improvement. The findings suggested that teachers’ ICT proficiency would increase instructional efficacy, ultimately raising educational standards.
AbrahamL. N.LoisA.DzakpasuP. E.AmenyedziK. D. (2019). Principals’ ICT proficiency level and Tutors’ willingness to adopt modern technological devices in teaching in the volta and greater Accra regions, Ghana. American Journal of Information Systems, 7(1), 1–6. https://doi.org/10.12691/ajis-7-1-1
2.
AgyeiD. D. (2021). Integrating ICT into schools in Sub-Saharan Africa: From teachers’ capacity building to classroom implementation. Education and Information Technologies, 26(1), 125–144. https://doi.org/10.1007/s10639-020-10253-w
3.
AkpanC. P. (2014). ICT competence and lecturers’ job efficacy in universities in Cross River State, Nigeria. International Journal of Humanities and Social Science, 4(10), 259–266. www.ijhssnet.com
4.
AleneziM.WardatS.AkourM. (2023). The need of integrating digital education in higher education: Challenges and opportunities. Sustainability (Switzerland), 15(6), 1–12. https://doi.org/10.3390/su15064782
5.
ArkseyH.O’MalleyL. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
6.
BalagosaJ. B.SamsonE. S. (2021). Information and communication technology proficiency of teachers. Globus Journal of Progressive Education, 11(2). https://doi.org/10.46360/globus.edu.220212024
7.
BandyopadhyayS.BardhanA.DeyP.BhattacharyyaS. (2021). Bridging the education divide using social technologies. In Bridging the education divide using social technologies. https://doi.org/10.1007/978-981-33-6738-8
8.
BasargekarP.ChandanS.SomaiyaK. J. (2017). Factors affecting teachers’ perceived proficiency in using ICT in the classroom. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.03
9.
BiaresC. C. (2021). Technological proficiency level of English faculty members of a philippine state university: Application of cognition learning approaches. International Journal in Information Technology in Governance, Education and Business, 3(1), 36–45. https://doi.org/10.32664/ijitgeb.v3i1.85
BirginO.UzunK.Mazman AkarS. G. (2020). Investigation of Turkish mathematics teachers’ proficiency perceptions in using information and communication technologies in teaching. Education and Information Technologies, 25(1), 487–507. https://doi.org/10.1007/s10639-019-09977-1
12.
BurbulesN. C.FanG.ReppP. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97. https://doi.org/10.1016/j.geosus.2020.05.001
13.
CalderwoodS. J. (2023). An exploration of human and platform intra-actions in a digital teaching and learning environment. Learning, Media and Technology, 1–13. https://doi.org/10.1080/17439884.2023.2285820
14.
CatogM. U. (2023). Technology proficiency and school culture as the influence of teaching behavior among public elementary school teacher. East Asian Journal of Multidisciplinary Research, 2(4), 1481–1498. https://doi.org/10.55927/eajmr.v2i4.3748
15.
ChalkiadakisL.NogueraI. (2024). K-12 teacher’s appropriation of digital technologies and innovative instruction across EU: A scoping review. International Journal of Instruction, 17(1), 415–436. https://doi.org/10.29333/iji.2024.17122a
16.
DhendupS.SherabK. (2023). Exploring Bhutanese primary school teachers’ technological knowledge. Journal of Global Education and Research, 7(2), 116–130. https://doi.org/10.5038/2577-509x.7.2.1213
17.
EdstrandE.SjöbergJ. (2023). Professional digital competence (PDC) in teacher education–teacher candidates reasoning about programming when involved in problem-solving activities with digital tools. Journal of Digital Learning in Teacher Education, 39(3), 132–144. https://doi.org/10.1080/21532974.2023.2210317
18.
EffiongM.BubarayeI. (2017). Teachers use of information and communication technology (ICT) in teaching English language in senior secondary schools in Akwa Ibom state. Equatorial Journal of Education and Curriculum Studies, 2(2), 28–33.
19.
ErdinY.UzunL. (2022). An in-depth Look into perceived technology proficiency of Turkish teachers of English and their technology practices. Journal of Educational Technology and Online Learning, 5(1), 169–189. https://doi.org/10.31681/jetol.990908
20.
EsfijaniA.ZamaniB. E. (2020). Factors influencing teachers’ utilisation of ict: The role of in-service training courses and access. Research in Learning Technology, 28, 1–16. https://doi.org/10.25304/rlt.v28.2313
21.
EskiciM.ÇayakS. (2023). The relationship between teachers ‘technology proficiencies and their levels the relationship between teachers’ technology proficiencies and their levels of integrating technology into their lessons. Journal of Educational Technology & Online Learning, 6(4). https://doi.org/10.31681/jetol.1331971
22.
FuJ. (2013). A multilayer convolutional encoder-decoder neural network for grammatical error correction. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112–125. https://doi.org/10.1609/aaai.v32i1.12069
23.
HabiballahS.BibuN.DanaiataD. (2021). Educational leadership and ICT implementation in Israeli Arab Sector – towards a model of hybrid leadership. Review of International Comparative Management, 22(1). https://doi.org/10.24818/rmci.2021.1.74
24.
HeroJ. L. (2020). Exploring the principal’s technology leadership: Its influence on Teachers’ technological proficiency. International Journal of Academic Pedagogical Research, 4(6), 4–10. https://doi.org/www.ijeais.org/ijapr
25.
HerroD.VisserR.QianM. (2021). Teacher educators’ perspectives and practices towards the technology education technology competencies (TETCs). Technology, Pedagogy and Education, 30(5), 623–641. https://doi.org/10.1080/1475939X.2021.1970620
26.
JamesS. A. (2019). Valuation of ICT proficiency of teachers in actualizing E-learning in home economics education. International Journal for Infonomics (IJI), 12(3), 1899–1905. https://doi.org/10.20533/iji.1742.4712.2019.0195
27.
JordanK. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. Australian Educational Researcher, 38(4), 417–431. https://doi.org/10.1007/s13384-011-0038-4
28.
KulÜBİRİŞÇİS.KUTAYV. (2022). During COVID-19 pandemic ICT integration proficiency as a predictor of web 2.0 self efficacy beliefs of teachers. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51(1), 391–409. https://doi.org/10.14812/cufej.817463
29.
Liesa-OrusM.Lozano BlascoR.Arce-RomeralL. (2023). Digital competence in University lecturers: A meta-analysis of teaching challenges. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050508
30.
Maharaj-SharmaR.SharmaA. S. A.SharmaA. (2017). Using ICT-based instructional technologies to teach science: Perspectives from teachers in Trinidad and Tobago. Australian Journal of Teacher Education, 42(10), 23–35. https://doi.org/10.14221/ajte.2017v42n10.2
31.
MareA.JormanainenI.TedreM. (2019). Eritrean pre-service teachers’ perceptions of and proficiency with TPACK and ICT integration in education. ACM International Conference Proceeding Series, 582–588. https://doi.org/10.1145/3362789.3362804
32.
MendozaM. T. E.CatiisG. E. B. (2022). Administrators ‘technology leadership : Its influence on teachers’ technology proficiency. International Research Jounal of Science, Technology, Education, and Management, 2(3), 67–75. https://doi.org/10.5281/zenodo.7136432
33.
MoherD.LiberatiA.TetzlaffJ.AltmanD. G.AltmanD.AntesG.AtkinsD.BarbourV.BarrowmanN.BerlinJ. A.ClarkJ.ClarkeM.CookD.D’AmicoR.DeeksJ. J.DevereauxP. J.DickersinK.EggerM.ErnstE.TugwellP. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), https://doi.org/10.1371/journal.pmed.1000097
34.
MuktiT. W. P.SwantiV.TeguhM. D. (2020). Investigating the implementation of ICT in education reformation: National instructor Teachers’ perspectives. International Journal of Language Teaching and Education, 4(1), 13–22. https://doi.org/10.22437/ijolte.v4i1.9096
35.
NajjarZ. (2019). Implementation of the national ICT plan for the 21st century among arab teachers as a result of readiness to change, ICT proficiency and demographics. International Journal of Education and Learning Systems, 4, 80–89.
36.
NkedishuV.NwaorguE.EgwunyengaE. J. (2022). Instructors’ proficiency and employment of ICT in teaching through emerging technologies and innovations in delta state government secondary schools. Innovations, October.
37.
OniO.Odaro-EkhagueboK.AkpoduadoE. (2018). Assessment of information communication technology proficiency of secondary school teachers. Research Article Journal of Pedagogical Research, 2(1), 46–54. www.ijopr.com
38.
OrlandoU.HindemeS. (2021). Fostering students writing skills through the use of computer and its multimedia system in English as a Foreign language class in Benin. Research in English Language Teaching, 2(1). https://doi.org/10.18488/journal.179.2021.21.1.14
39.
OsmaniS.TartariD. (2024). The impact of digital technology on learning and teaching: A case study of schools in durrës, Albania. Journal of Educational and Social Research, 14(6), 193–209. https://doi.org/10.36941/jesr-2024-0165
40.
PhanT.AguileraE.TraczS. (2022). Students’ level of satisfaction and their technological proficiency growth in teacher education coursework. Contemporary Educational Technology, 14(1). https://doi.org/10.30935/cedtech/11374
41.
RanaK.RanaK. (2020). ICT Integration in teaching and learning activities in higher education: A case study of Nepal’s teacher education. Malaysian Online Journal of Educational Technology, 8(1), 36–47. https://doi.org/10.17220/mojet.2020.01.003
42.
RøkenesF. M.KrumsvikR. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers and Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014
SalmanY.HabeebA. (2017). Teachers proficiency with respect to the usage of ICT for teaching senior school biology in Ilrorin, Nigeria. Ilorin Journal of Humanities I (IJOH), 10(15), 1–8.
45.
SipiläK. (2011). No pain, no gain? Teachers implementing ICT in instruction. Interactive Technology and Smart Education, 8(1), 39–51. https://doi.org/10.1108/17415651111125504
46.
SulaimanS.ShaifuddinN.ZamA.SamsudinH. (2023). Teachers ‘ digital information literacy (DIL) competen- cies in teaching ICT-based projects : Malaysian second- ary schools teachers ‘ experience. Journal of Information and Knowledge Management, 13(2), 66–78. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://ijikm.uitm.edu.my/pdf/v13n2/13207.pdf
47.
TarawnehS. A.AllahawiahS. R. (2014). Factors affecting information and communication technology (ICT) use by southern colleges teachers in Balqa applied university. International Journal of Computers & Technology, 12(10), 3983–3989. https://doi.org/10.24297/ijct.v12i10.2984
48.
TorratoJ. B.PrudenteM. S.AgujaS. E. (2020). Technology Integration, Proficiency and Attitude: Perspectives from Grade School Teachers. ACM International Conference Proceeding Series, 70–75. https://doi.org/10.1145/3377571.3377624
UNESCO. (2023). Technology in education. In Global Education Monitoring Report 2023: Technology in education – A tool on whose terms?https://doi.org/10.54676/UZQV8501
51.
VitanovaV.Atanasova-PachemskaT.IlievD.PachemskaS. (2015). Factors affecting the development of ICT competencies of teachers in primary schools. Procedia—Social and Behavioral Sciences, 191, 1087–1094. https://doi.org/10.1016/j.sbspro.2015.04.344
52.
WekerleC.KollarI. (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans. Technology, Pedagogy and Education, 31(5), 597–614. https://doi.org/10.1080/1475939X.2022.2083669
53.
Wilfred-bonseK.ItodoE.OgwucheA. (2020). Prospects and challenges of information and communication technologies: Implication for quality education in Nigeria. Journal of Technology, Industrial Studies and Science, 3(12), 265–273.
54.
YehY. F.LinT. C.HsuY. S.WuH. K.HwangF. K. (2015). Science Teachers’ proficiency levels and patterns of TPACK in a practical context. Journal of Science Education and Technology, 24(1), 78–90. https://doi.org/10.1007/s10956-014-9523-7
55.
YoungrenM.KirschI.WeinerS.SmithG.RockmanI. F.O’connorB.BrasleyS.MitchellE.ThrogmortonD.ReyesP.JaggarsD. E.ZaldA. E.LowellN. (2004). Succeeding in the 21st Century: What Higher Education Must Do to Address the Gap in Information and Communication Technology Proficiencies. International Conference on Engineering Education and Research “Progress Through Partnership.”
56.
YuP.AnezakiK. (2023). Suspending Classes Without Stopping Learning”: An Initiative to Ensure Learning During the COVID-19 Pandemic in Japan. ECNU Review of Education, 0(0). https://doi.org/10.1177/20965311231210310
57.
ZhouG.ZhangZ.LiY. (2011). Are secondary preservice teachers well prepared to teach with technology? A case study from China. Australasian Journal of Educational Technology, 27(6), 943–960. https://doi.org/10.14742/ajet.922
