Infrastructure, connectivity or limited access is the most frequent barrier (45.2%) to digitally supported teacher education¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? Infrastructure, connectivity or limited access was the most frequent primary barrier (n = 70; 45.2%), followed by limited transfer to practice or sustainability (20.6%) and insufficient training or digital competence (17.4%). → Patiño Hernández JF 2026

Evidence¶

Patiño Hernández JF 2026¶

Patiño Hernández JF, Chiappe A and Ortega González E (2026). From digital competence to AI-responsive pedagogy: a scoping review of technology-supported teacher education. Front. Educ. 11:1949296. https://doi.org/10.3389/feduc.2026.1949296

q2 · i? · review · r2

Descriptive frequency analysis of primary barriers in the RQ1/RQ2 subset (N = 155), reported in Results. The quote prints "n = 70; 45.2%" for infrastructure/access, 20.6% for limited transfer, and 17.4% for insufficient training. The review concludes constraints concentrate around material access, transfer, preparation and implementation conditions.

"Infrastructure, connectivity or limited access remained the most frequent barrier (n = 70; 45.2%), followed by limited transfer to practice or sustainability (n = 32; 20.6%), insufficient training or digital competence (n = 27; 17.4%)"

Discussion¶

Related Claims¶

• In the retrieved corpus of digitally supported teacher education research, competence and ICT-integration frameworks are the most frequent primary strategy (46.5%) — related
• Digital competence development is the most frequently reported advantage (76.1%) of digitally supported teacher education strategies — related
• Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category — related
• Teachers report concerns about infrastructure, reliability, age appropriateness, teacher competence, and student over-reliance on AI — related
• Institutional barriers to AI integration — ethics concerns, insufficient training, policy gaps, and infrastructure limits — are widespread and co-occurring — related
• Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — related
• Teachers' low digital competence and lack of AI training frameworks are key barriers to GAI integration in K-12 — related
• Technical difficulties were the most frequently reported implementation limitation, mentioned in ten of the thirteen studies — related
• In the AI-focused subset, professional development and teacher accompaniment (35.0%) and instructional design and assessment (32.5%) are the predominant approaches, with pedagogical limitations the main barrier — reports the opposite