Use sustained professional development and accompaniment—mentoring, coaching, communities of practice and iterative support—for digital integration¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review's synthesis of the teacher professional development and accompaniment category (9.0% of the RQ1/RQ2 corpus) shows that digital integration is achieved through sustained processes rather than one-off training. Cited studies show "digital integration is not achieved through one-off exposure, but through sustained processes that allow teachers to try, reflect, adapt and transfer what they learn". Such accompaniment includes mentoring, sustained training, peer support, coaching, communities of practice and collaborative professional learning.

Design Implications¶

Context¶

Requirements¶

• Time and sustained institutional conditions allowing teachers to try, reflect, adapt and transfer what they learn

Constraints¶

• The review reports time, design and management overload as a primary barrier in 6.5% of the corpus

Target Learners¶

• in-service teachers
• pre-service teachers

Target Learning Goals¶

• integration of digital technologies into teaching practice
• transfer of professional learning to classroom practice

Related Strategies¶

• Design AI-related teacher professional development as practice-oriented, case-based and connected to teachers' real pedagogical decisions
• Operationalize the faculty standards through structured professional learning pathways with modules, microcredentials, and peer review

Examples¶

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Key Sources¶

• 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