explain the goals of writing the literature review using integration

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Not every source you found should be included in your annotated bibliography or lit review. Only include the most relevant and most important sources.

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Organizing Your Review

Your lit review should not be a summary and evaluation of each article, one after the other.  Your sources must be integrated together to create a narrative on your topic.  Consider the following ways to organize your review:

• By themes, variables, issues.
• By varying perspectives regarding a topic of controversy.
• Chronologically, to show how the topic and research have developed over time.

Main Components of a Literature Review

Introduction.

• Describe the topic and provide a basic definition.
• Parameters of the topic. (What does the topic include and exclude?)
• Why did you select the literature you did?
• Historical background.
• Definitions in use.
• Mainstream ideas vs. alternative theoretical or ideological views.
• Principle questions being asked.
• Current research studies and discoveries.
• Methodologies.
• General conclusions.
• Summary of agreements and disagreements from the literature.
• How does your thesis fit in?
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• Last Updated: Sep 26, 2023 10:25 AM
• URL: https://guides.library.jhu.edu/lit-review

• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
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• Last Updated: Sep 21, 2022 2:16 PM
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Writing Integrative Reviews of the Literature: Methods and Purposes

Literature reviews: what where and why are they written.

The integrative literature review is a distinctive form of research that generates new knowledge about a topic by reviewing, critiquing, and synthesizing representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated.

Literature reviews are an appealing form of research to scholars. Authors in many disciplines follow the convention of citing sources only since the most recent systematic literature review on the topic was published. Consequently, literature reviews are among the most frequently cited type of research article across disciplinary fields (Annual Reviews, 2016). In addition, some publishers maintain that individual review articles and review series are highly used and cited due to the relatively few integrative literature reviews that appear each year and the many articles that cite them (Sage Publications, 2012). Literature reviews are ubiquitous and appear in a variety of publication venues. In addition to being published as standalone articles, many academic disciplines have journals devoted to theoretical/conceptual research that include literature reviews within their scope of publication or are devoted exclusively to publishing literature reviews. Even publishers devote their business to literature reviews. For example, Annual Reviews (2016) is a non-profit publisher of review journals for forty-six specific disciplines in science and social science that publishes review articles in these disciplines. Finally, many scholarly journals that publish primary research also publish review articles and, consequently, contribute to this expansive, diverse form of published research.

Why write a literature review? Why is a literature review a better research methodology to study a problem than other forms of research? These questions should be answered early for readers so they understand why a literature review is the research method of choice to address the problem. Literature reviews often are conducted on dynamic topics that experience rapid growth in literature and that have not benefited from a comprehensive review and update during an extended period. Another common catalyst for literature reviews is a discrepancy between the literature and observations about the issue which are not addressed in the literature. A discussion of reasons and purposes for writing literature reviews is presented next.

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Approaching literature review for academic purposes: The Literature Review Checklist

Debora f.b. leite.

I Departamento de Ginecologia e Obstetricia, Faculdade de Ciencias Medicas, Universidade Estadual de Campinas, Campinas, SP, BR

II Universidade Federal de Pernambuco, Pernambuco, PE, BR

III Hospital das Clinicas, Universidade Federal de Pernambuco, Pernambuco, PE, BR

Maria Auxiliadora Soares Padilha

Jose g. cecatti.

A sophisticated literature review (LR) can result in a robust dissertation/thesis by scrutinizing the main problem examined by the academic study; anticipating research hypotheses, methods and results; and maintaining the interest of the audience in how the dissertation/thesis will provide solutions for the current gaps in a particular field. Unfortunately, little guidance is available on elaborating LRs, and writing an LR chapter is not a linear process. An LR translates students’ abilities in information literacy, the language domain, and critical writing. Students in postgraduate programs should be systematically trained in these skills. Therefore, this paper discusses the purposes of LRs in dissertations and theses. Second, the paper considers five steps for developing a review: defining the main topic, searching the literature, analyzing the results, writing the review and reflecting on the writing. Ultimately, this study proposes a twelve-item LR checklist. By clearly stating the desired achievements, this checklist allows Masters and Ph.D. students to continuously assess their own progress in elaborating an LR. Institutions aiming to strengthen students’ necessary skills in critical academic writing should also use this tool.

INTRODUCTION

Writing the literature review (LR) is often viewed as a difficult task that can be a point of writer’s block and procrastination ( 1 ) in postgraduate life. Disagreements on the definitions or classifications of LRs ( 2 ) may confuse students about their purpose and scope, as well as how to perform an LR. Interestingly, at many universities, the LR is still an important element in any academic work, despite the more recent trend of producing scientific articles rather than classical theses.

The LR is not an isolated section of the thesis/dissertation or a copy of the background section of a research proposal. It identifies the state-of-the-art knowledge in a particular field, clarifies information that is already known, elucidates implications of the problem being analyzed, links theory and practice ( 3 - 5 ), highlights gaps in the current literature, and places the dissertation/thesis within the research agenda of that field. Additionally, by writing the LR, postgraduate students will comprehend the structure of the subject and elaborate on their cognitive connections ( 3 ) while analyzing and synthesizing data with increasing maturity.

At the same time, the LR transforms the student and hints at the contents of other chapters for the reader. First, the LR explains the research question; second, it supports the hypothesis, objectives, and methods of the research project; and finally, it facilitates a description of the student’s interpretation of the results and his/her conclusions. For scholars, the LR is an introductory chapter ( 6 ). If it is well written, it demonstrates the student’s understanding of and maturity in a particular topic. A sound and sophisticated LR can indicate a robust dissertation/thesis.

A consensus on the best method to elaborate a dissertation/thesis has not been achieved. The LR can be a distinct chapter or included in different sections; it can be part of the introduction chapter, part of each research topic, or part of each published paper ( 7 ). However, scholars view the LR as an integral part of the main body of an academic work because it is intrinsically connected to other sections ( Figure 1 ) and is frequently present. The structure of the LR depends on the conventions of a particular discipline, the rules of the department, and the student’s and supervisor’s areas of expertise, needs and interests.

Interestingly, many postgraduate students choose to submit their LR to peer-reviewed journals. As LRs are critical evaluations of current knowledge, they are indeed publishable material, even in the form of narrative or systematic reviews. However, systematic reviews have specific patterns 1 ( 8 ) that may not entirely fit with the questions posed in the dissertation/thesis. Additionally, the scope of a systematic review may be too narrow, and the strict criteria for study inclusion may omit important information from the dissertation/thesis. Therefore, this essay discusses the definition of an LR is and methods to develop an LR in the context of an academic dissertation/thesis. Finally, we suggest a checklist to evaluate an LR.

WHAT IS A LITERATURE REVIEW IN A THESIS?

Conducting research and writing a dissertation/thesis translates rational thinking and enthusiasm ( 9 ). While a strong body of literature that instructs students on research methodology, data analysis and writing scientific papers exists, little guidance on performing LRs is available. The LR is a unique opportunity to assess and contrast various arguments and theories, not just summarize them. The research results should not be discussed within the LR, but the postgraduate student tends to write a comprehensive LR while reflecting on his or her own findings ( 10 ).

Many people believe that writing an LR is a lonely and linear process. Supervisors or the institutions assume that the Ph.D. student has mastered the relevant techniques and vocabulary associated with his/her subject and conducts a self-reflection about previously published findings. Indeed, while elaborating the LR, the student should aggregate diverse skills, which mainly rely on his/her own commitment to mastering them. Thus, less supervision should be required ( 11 ). However, the parameters described above might not currently be the case for many students ( 11 , 12 ), and the lack of formal and systematic training on writing LRs is an important concern ( 11 ).

An institutional environment devoted to active learning will provide students the opportunity to continuously reflect on LRs, which will form a dialogue between the postgraduate student and the current literature in a particular field ( 13 ). Postgraduate students will be interpreting studies by other researchers, and, according to Hart (1998) ( 3 ), the outcomes of the LR in a dissertation/thesis include the following:

• To identify what research has been performed and what topics require further investigation in a particular field of knowledge;
• To determine the context of the problem;
• To recognize the main methodologies and techniques that have been used in the past;
• To place the current research project within the historical, methodological and theoretical context of a particular field;
• To identify significant aspects of the topic;
• To elucidate the implications of the topic;
• To offer an alternative perspective;
• To discern how the studied subject is structured;
• To improve the student’s subject vocabulary in a particular field; and
• To characterize the links between theory and practice.

A sound LR translates the postgraduate student’s expertise in academic and scientific writing: it expresses his/her level of comfort with synthesizing ideas ( 11 ). The LR reveals how well the postgraduate student has proceeded in three domains: an effective literature search, the language domain, and critical writing.

Effective literature search

All students should be trained in gathering appropriate data for specific purposes, and information literacy skills are a cornerstone. These skills are defined as “an individual’s ability to know when they need information, to identify information that can help them address the issue or problem at hand, and to locate, evaluate, and use that information effectively” ( 14 ). Librarian support is of vital importance in coaching the appropriate use of Boolean logic (AND, OR, NOT) and other tools for highly efficient literature searches (e.g., quotation marks and truncation), as is the appropriate management of electronic databases.

Language domain

Academic writing must be concise and precise: unnecessary words distract the reader from the essential content ( 15 ). In this context, reading about issues distant from the research topic ( 16 ) may increase students’ general vocabulary and familiarity with grammar. Ultimately, reading diverse materials facilitates and encourages the writing process itself.

Critical writing

Critical judgment includes critical reading, thinking and writing. It supposes a student’s analytical reflection about what he/she has read. The student should delineate the basic elements of the topic, characterize the most relevant claims, identify relationships, and finally contrast those relationships ( 17 ). Each scientific document highlights the perspective of the author, and students will become more confident in judging the supporting evidence and underlying premises of a study and constructing their own counterargument as they read more articles. A paucity of integration or contradictory perspectives indicates lower levels of cognitive complexity ( 12 ).

Thus, while elaborating an LR, the postgraduate student should achieve the highest category of Bloom’s cognitive skills: evaluation ( 12 ). The writer should not only summarize data and understand each topic but also be able to make judgments based on objective criteria, compare resources and findings, identify discrepancies due to methodology, and construct his/her own argument ( 12 ). As a result, the student will be sufficiently confident to show his/her own voice .

Writing a consistent LR is an intense and complex activity that reveals the training and long-lasting academic skills of a writer. It is not a lonely or linear process. However, students are unlikely to be prepared to write an LR if they have not mastered the aforementioned domains ( 10 ). An institutional environment that supports student learning is crucial.

Different institutions employ distinct methods to promote students’ learning processes. First, many universities propose modules to develop behind the scenes activities that enhance self-reflection about general skills (e.g., the skills we have mastered and the skills we need to develop further), behaviors that should be incorporated (e.g., self-criticism about one’s own thoughts), and each student’s role in the advancement of his/her field. Lectures or workshops about LRs themselves are useful because they describe the purposes of the LR and how it fits into the whole picture of a student’s work. These activities may explain what type of discussion an LR must involve, the importance of defining the correct scope, the reasons to include a particular resource, and the main role of critical reading.

Some pedagogic services that promote a continuous improvement in study and academic skills are equally important. Examples include workshops about time management, the accomplishment of personal objectives, active learning, and foreign languages for nonnative speakers. Additionally, opportunities to converse with other students promotes an awareness of others’ experiences and difficulties. Ultimately, the supervisor’s role in providing feedback and setting deadlines is crucial in developing students’ abilities and in strengthening students’ writing quality ( 12 ).

HOW SHOULD A LITERATURE REVIEW BE DEVELOPED?

A consensus on the appropriate method for elaborating an LR is not available, but four main steps are generally accepted: defining the main topic, searching the literature, analyzing the results, and writing ( 6 ). We suggest a fifth step: reflecting on the information that has been written in previous publications ( Figure 2 ).

First step: Defining the main topic

Planning an LR is directly linked to the research main question of the thesis and occurs in parallel to students’ training in the three domains discussed above. The planning stage helps organize ideas, delimit the scope of the LR ( 11 ), and avoid the wasting of time in the process. Planning includes the following steps:

• Reflecting on the scope of the LR: postgraduate students will have assumptions about what material must be addressed and what information is not essential to an LR ( 13 , 18 ). Cooper’s Taxonomy of Literature Reviews 2 systematizes the writing process through six characteristics and nonmutually exclusive categories. The focus refers to the reviewer’s most important points of interest, while the goals concern what students want to achieve with the LR. The perspective assumes answers to the student’s own view of the LR and how he/she presents a particular issue. The coverage defines how comprehensive the student is in presenting the literature, and the organization determines the sequence of arguments. The audience is defined as the group for whom the LR is written.
• Designating sections and subsections: Headings and subheadings should be specific, explanatory and have a coherent sequence throughout the text ( 4 ). They simulate an inverted pyramid, with an increasing level of reflection and depth of argument.
• Identifying keywords: The relevant keywords for each LR section should be listed to guide the literature search. This list should mirror what Hart (1998) ( 3 ) advocates as subject vocabulary . The keywords will also be useful when the student is writing the LR since they guide the reader through the text.
• Delineating the time interval and language of documents to be retrieved in the second step. The most recently published documents should be considered, but relevant texts published before a predefined cutoff year can be included if they are classic documents in that field. Extra care should be employed when translating documents.

Second step: Searching the literature

The ability to gather adequate information from the literature must be addressed in postgraduate programs. Librarian support is important, particularly for accessing difficult texts. This step comprises the following components:

• Searching the literature itself: This process consists of defining which databases (electronic or dissertation/thesis repositories), official documents, and books will be searched and then actively conducting the search. Information literacy skills have a central role in this stage. While searching electronic databases, controlled vocabulary (e.g., Medical Subject Headings, or MeSH, for the PubMed database) or specific standardized syntax rules may need to be applied.

In addition, two other approaches are suggested. First, a review of the reference list of each document might be useful for identifying relevant publications to be included and important opinions to be assessed. This step is also relevant for referencing the original studies and leading authors in that field. Moreover, students can directly contact the experts on a particular topic to consult with them regarding their experience or use them as a source of additional unpublished documents.

Before submitting a dissertation/thesis, the electronic search strategy should be repeated. This process will ensure that the most recently published papers will be considered in the LR.

• Selecting documents for inclusion: Generally, the most recent literature will be included in the form of published peer-reviewed papers. Assess books and unpublished material, such as conference abstracts, academic texts and government reports, are also important to assess since the gray literature also offers valuable information. However, since these materials are not peer-reviewed, we recommend that they are carefully added to the LR.

This task is an important exercise in time management. First, students should read the title and abstract to understand whether that document suits their purposes, addresses the research question, and helps develop the topic of interest. Then, they should scan the full text, determine how it is structured, group it with similar documents, and verify whether other arguments might be considered ( 5 ).

Third step: Analyzing the results

Critical reading and thinking skills are important in this step. This step consists of the following components:

• Reading documents: The student may read various texts in depth according to LR sections and subsections ( defining the main topic ), which is not a passive activity ( 1 ). Some questions should be asked to practice critical analysis skills, as listed below. Is the research question evident and articulated with previous knowledge? What are the authors’ research goals and theoretical orientations, and how do they interact? Are the authors’ claims related to other scholars’ research? Do the authors consider different perspectives? Was the research project designed and conducted properly? Are the results and discussion plausible, and are they consistent with the research objectives and methodology? What are the strengths and limitations of this work? How do the authors support their findings? How does this work contribute to the current research topic? ( 1 , 19 )
• Taking notes: Students who systematically take notes on each document are more readily able to establish similarities or differences with other documents and to highlight personal observations. This approach reinforces the student’s ideas about the next step and helps develop his/her own academic voice ( 1 , 13 ). Voice recognition software ( 16 ), mind maps ( 5 ), flowcharts, tables, spreadsheets, personal comments on the referenced texts, and note-taking apps are all available tools for managing these observations, and the student him/herself should use the tool that best improves his/her learning. Additionally, when a student is considering submitting an LR to a peer-reviewed journal, notes should be taken on the activities performed in all five steps to ensure that they are able to be replicated.

Fourth step: Writing

The recognition of when a student is able and ready to write after a sufficient period of reading and thinking is likely a difficult task. Some students can produce a review in a single long work session. However, as discussed above, writing is not a linear process, and students do not need to write LRs according to a specific sequence of sections. Writing an LR is a time-consuming task, and some scholars believe that a period of at least six months is sufficient ( 6 ). An LR, and academic writing in general, expresses the writer’s proper thoughts, conclusions about others’ work ( 6 , 10 , 13 , 16 ), and decisions about methods to progress in the chosen field of knowledge. Thus, each student is expected to present a different learning and writing trajectory.

In this step, writing methods should be considered; then, editing, citing and correct referencing should complete this stage, at least temporarily. Freewriting techniques may be a good starting point for brainstorming ideas and improving the understanding of the information that has been read ( 1 ). Students should consider the following parameters when creating an agenda for writing the LR: two-hour writing blocks (at minimum), with prespecified tasks that are possible to complete in one section; short (minutes) and long breaks (days or weeks) to allow sufficient time for mental rest and reflection; and short- and long-term goals to motivate the writing itself ( 20 ). With increasing experience, this scheme can vary widely, and it is not a straightforward rule. Importantly, each discipline has a different way of writing ( 1 ), and each department has its own preferred styles for citations and references.

Fifth step: Reflecting on the writing

In this step, the postgraduate student should ask him/herself the same questions as in the analyzing the results step, which can take more time than anticipated. Ambiguities, repeated ideas, and a lack of coherence may not be noted when the student is immersed in the writing task for long periods. The whole effort will likely be a work in progress, and continuous refinements in the written material will occur once the writing process has begun.

LITERATURE REVIEW CHECKLIST

In contrast to review papers, the LR of a dissertation/thesis should not be a standalone piece or work. Instead, it should present the student as a scholar and should maintain the interest of the audience in how that dissertation/thesis will provide solutions for the current gaps in a particular field.

A checklist for evaluating an LR is convenient for students’ continuous academic development and research transparency: it clearly states the desired achievements for the LR of a dissertation/thesis. Here, we present an LR checklist developed from an LR scoring rubric ( 11 ). For a critical analysis of an LR, we maintain the five categories but offer twelve criteria that are not scaled ( Figure 3 ). The criteria all have the same importance and are not mutually exclusive.

First category: Coverage

1. justified criteria exist for the inclusion and exclusion of literature in the review.

This criterion builds on the main topic and areas covered by the LR ( 18 ). While experts may be confident in retrieving and selecting literature, postgraduate students must convince their audience about the adequacy of their search strategy and their reasons for intentionally selecting what material to cover ( 11 ). References from different fields of knowledge provide distinct perspective, but narrowing the scope of coverage may be important in areas with a large body of existing knowledge.

Second category: Synthesis

2. a critical examination of the state of the field exists.

A critical examination is an assessment of distinct aspects in the field ( 1 ) along with a constructive argument. It is not a negative critique but an expression of the student’s understanding of how other scholars have added to the topic ( 1 ), and the student should analyze and contextualize contradictory statements. A writer’s personal bias (beliefs or political involvement) have been shown to influence the structure and writing of a document; therefore, the cultural and paradigmatic background guide how the theories are revised and presented ( 13 ). However, an honest judgment is important when considering different perspectives.

3. The topic or problem is clearly placed in the context of the broader scholarly literature

The broader scholarly literature should be related to the chosen main topic for the LR ( how to develop the literature review section). The LR can cover the literature from one or more disciplines, depending on its scope, but it should always offer a new perspective. In addition, students should be careful in citing and referencing previous publications. As a rule, original studies and primary references should generally be included. Systematic and narrative reviews present summarized data, and it may be important to cite them, particularly for issues that should be understood but do not require a detailed description. Similarly, quotations highlight the exact statement from another publication. However, excessive referencing may disclose lower levels of analysis and synthesis by the student.

4. The LR is critically placed in the historical context of the field

Situating the LR in its historical context shows the level of comfort of the student in addressing a particular topic. Instead of only presenting statements and theories in a temporal approach, which occasionally follows a linear timeline, the LR should authentically characterize the student’s academic work in the state-of-art techniques in their particular field of knowledge. Thus, the LR should reinforce why the dissertation/thesis represents original work in the chosen research field.

5. Ambiguities in definitions are considered and resolved

Distinct theories on the same topic may exist in different disciplines, and one discipline may consider multiple concepts to explain one topic. These misunderstandings should be addressed and contemplated. The LR should not synthesize all theories or concepts at the same time. Although this approach might demonstrate in-depth reading on a particular topic, it can reveal a student’s inability to comprehend and synthesize his/her research problem.

6. Important variables and phenomena relevant to the topic are articulated

The LR is a unique opportunity to articulate ideas and arguments and to purpose new relationships between them ( 10 , 11 ). More importantly, a sound LR will outline to the audience how these important variables and phenomena will be addressed in the current academic work. Indeed, the LR should build a bidirectional link with the remaining sections and ground the connections between all of the sections ( Figure 1 ).

7. A synthesized new perspective on the literature has been established

The LR is a ‘creative inquiry’ ( 13 ) in which the student elaborates his/her own discourse, builds on previous knowledge in the field, and describes his/her own perspective while interpreting others’ work ( 13 , 17 ). Thus, students should articulate the current knowledge, not accept the results at face value ( 11 , 13 , 17 ), and improve their own cognitive abilities ( 12 ).

Third category: Methodology

8. the main methodologies and research techniques that have been used in the field are identified and their advantages and disadvantages are discussed.

The LR is expected to distinguish the research that has been completed from investigations that remain to be performed, address the benefits and limitations of the main methods applied to date, and consider the strategies for addressing the expected limitations described above. While placing his/her research within the methodological context of a particular topic, the LR will justify the methodology of the study and substantiate the student’s interpretations.

9. Ideas and theories in the field are related to research methodologies

The audience expects the writer to analyze and synthesize methodological approaches in the field. The findings should be explained according to the strengths and limitations of previous research methods, and students must avoid interpretations that are not supported by the analyzed literature. This criterion translates to the student’s comprehension of the applicability and types of answers provided by different research methodologies, even those using a quantitative or qualitative research approach.

Fourth category: Significance

10. the scholarly significance of the research problem is rationalized.

The LR is an introductory section of a dissertation/thesis and will present the postgraduate student as a scholar in a particular field ( 11 ). Therefore, the LR should discuss how the research problem is currently addressed in the discipline being investigated or in different disciplines, depending on the scope of the LR. The LR explains the academic paradigms in the topic of interest ( 13 ) and methods to advance the field from these starting points. However, an excess number of personal citations—whether referencing the student’s research or studies by his/her research team—may reflect a narrow literature search and a lack of comprehensive synthesis of ideas and arguments.

11. The practical significance of the research problem is rationalized

The practical significance indicates a student’s comprehensive understanding of research terminology (e.g., risk versus associated factor), methodology (e.g., efficacy versus effectiveness) and plausible interpretations in the context of the field. Notably, the academic argument about a topic may not always reflect the debate in real life terms. For example, using a quantitative approach in epidemiology, statistically significant differences between groups do not explain all of the factors involved in a particular problem ( 21 ). Therefore, excessive faith in p -values may reflect lower levels of critical evaluation of the context and implications of a research problem by the student.

Fifth category: Rhetoric

12. the lr was written with a coherent, clear structure that supported the review.

This category strictly relates to the language domain: the text should be coherent and presented in a logical sequence, regardless of which organizational ( 18 ) approach is chosen. The beginning of each section/subsection should state what themes will be addressed, paragraphs should be carefully linked to each other ( 10 ), and the first sentence of each paragraph should generally summarize the content. Additionally, the student’s statements are clear, sound, and linked to other scholars’ works, and precise and concise language that follows standardized writing conventions (e.g., in terms of active/passive voice and verb tenses) is used. Attention to grammar, such as orthography and punctuation, indicates prudence and supports a robust dissertation/thesis. Ultimately, all of these strategies provide fluency and consistency for the text.

Although the scoring rubric was initially proposed for postgraduate programs in education research, we are convinced that this checklist is a valuable tool for all academic areas. It enables the monitoring of students’ learning curves and a concentrated effort on any criteria that are not yet achieved. For institutions, the checklist is a guide to support supervisors’ feedback, improve students’ writing skills, and highlight the learning goals of each program. These criteria do not form a linear sequence, but ideally, all twelve achievements should be perceived in the LR.

CONCLUSIONS

A single correct method to classify, evaluate and guide the elaboration of an LR has not been established. In this essay, we have suggested directions for planning, structuring and critically evaluating an LR. The planning of the scope of an LR and approaches to complete it is a valuable effort, and the five steps represent a rational starting point. An institutional environment devoted to active learning will support students in continuously reflecting on LRs, which will form a dialogue between the writer and the current literature in a particular field ( 13 ).

The completion of an LR is a challenging and necessary process for understanding one’s own field of expertise. Knowledge is always transitory, but our responsibility as scholars is to provide a critical contribution to our field, allowing others to think through our work. Good researchers are grounded in sophisticated LRs, which reveal a writer’s training and long-lasting academic skills. We recommend using the LR checklist as a tool for strengthening the skills necessary for critical academic writing.

AUTHOR CONTRIBUTIONS

Leite DFB has initially conceived the idea and has written the first draft of this review. Padilha MAS and Cecatti JG have supervised data interpretation and critically reviewed the manuscript. All authors have read the draft and agreed with this submission. Authors are responsible for all aspects of this academic piece.

ACKNOWLEDGMENTS

We are grateful to all of the professors of the ‘Getting Started with Graduate Research and Generic Skills’ module at University College Cork, Cork, Ireland, for suggesting and supporting this article. Funding: DFBL has granted scholarship from Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES) to take part of her Ph.D. studies in Ireland (process number 88881.134512/2016-01). There is no participation from sponsors on authors’ decision to write or to submit this manuscript.

No potential conflict of interest was reported.

1 The questions posed in systematic reviews usually follow the ‘PICOS’ acronym: Population, Intervention, Comparison, Outcomes, Study design.

2 In 1988, Cooper proposed a taxonomy that aims to facilitate students’ and institutions’ understanding of literature reviews. Six characteristics with specific categories are briefly described: Focus: research outcomes, research methodologies, theories, or practices and applications; Goals: integration (generalization, conflict resolution, and linguistic bridge-building), criticism, or identification of central issues; Perspective: neutral representation or espousal of a position; Coverage: exhaustive, exhaustive with selective citations, representative, central or pivotal; Organization: historical, conceptual, or methodological; and Audience: specialized scholars, general scholars, practitioners or policymakers, or the general public.

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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 
• How to write a good literature review 
• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

• Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 
• Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 
• Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 
• Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 
• Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 
• Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

How to write a good literature review

Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. 

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Eugene McDermott Library

Literature review.

• Collecting Resources for a Literature Review
• Organizing the Literature Review
• Writing the Literature Review
• Examples of Literature Reviews

Composing your literature review

O nce you've settled on a general pattern of organization, you're ready to write each section. there are a few guidelines you should follow during the writing stage. here is a sample paragraph from a literature review about sexism and language to illuminate the following discussion:.

However, other studies have shown that even gender-neutral antecedents are more likely to produce masculine images than feminine ones (Gastil, 1990). Hamilton (1988) asked students to complete sentences that required them to fill in pronouns that agreed with gender-neutral antecedents such as "writer," "pedestrian," and "persons." The students were asked to describe any image they had when writing the sentence. Hamilton found that people imagined 3.3 men to each woman in the masculine "generic" condition and 1.5 men per woman in the unbiased condition. Thus, while ambient sexism accounted for some of the masculine bias, sexist language amplified the effect. (Source: Erika Falk and Jordan Mills, "Why Sexist Language Affects Persuasion: The Role of Homophily, Intended Audience, and Offense," Women and Language19:2.

Use evidence

In the example above, the writers refer to several other sources when making their point. A literature review in this sense is just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence to show that what you are saying is valid.

Be selective

Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the review's focus, whether it is thematic, methodological, or chronological.

Use quotes sparingly

Falk and Mills do not use any direct quotes. That is because the survey nature of the literature review does not allow for in-depth discussion or detailed quotes from the text. Some short quotes here and there are okay, though if you want to emphasize a point, or if what the author said just cannot be rewritten in your own words. Notice that Falk and Mills do quote certain terms that were coined by the author, not common knowledge, or taken directly from the study. But if you find yourself wanting to put in more quotes, check with your instructor.

Summarize and synthesize

Remember to summarize and synthesize your sources within each paragraph as well as throughout the review. The authors here recapitulate important features of Hamilton's study, but then synthesize it by rephrasing the study's significance and relating it to their own work.

Keep your own voice

While the literature review presents others' ideas, your voice (the writer's) should remain front and center. Notice that Falk and Mills weave references to other sources into their own text, but they still maintain their own voice by starting and ending the paragraph with their own ideas and their own words. The sources support what Falk and Mills are saying.

Use caution when paraphrasing

When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. In the preceding example, Falk and Mills either directly refer in the text to the author of their source, such as Hamilton, or they provide ample notation in the text when the ideas they are mentioning are not their own, for example, Gastil's. For more information, please see our handout on plagiarism .

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• Last Updated: Mar 22, 2024 12:28 PM
• URL: https://libguides.utdallas.edu/literature-review

A systematic literature review of ICT integration in secondary education: what works, what does not, and what next?

• Open access
• Published: 16 November 2023
• Volume 2 , article number  44 , ( 2023 )

Cite this article

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• Mgambi Msambwa Msafiri 1 ,
• Daniel Kangwa 1 &
• Lianyu Cai 1  

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This study is rigorous of peer-reviewed literature on the integration of information and communication technology (ICT) tools in secondary schools. It analyzed the impact of ICT integration on the teaching and learning process based on 51 sampled studies. The findings are thematically presented under the benefits of improving teaching and learning processes regarding curriculum coverage, equitable access, shared learning resources, and personalized learning. Furthermore, challenges were found in professional development, pedagogical and technological knowledge, and resource maintenance. Among the best practices and strategies to resolve these challenges were regular supply and systems maintenance, curricula realignment, ICT policy formulation, and engaging all stakeholders in ICT integration. Recommendations: practitioners should adopt, adapt, and innovate pedagogical approaches, strategies, and methods to facilitate the use of ICT in teaching and learning and should align and integrate ICT tools with curriculum objectives, content, or standards by exploring and using diverse and dynamic ICT tools and methods in secondary schools.

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1 Introduction

Information and communication technology (ICT) is a powerful tool capable of transforming education and enhancing learning outcomes. As a result of this technology, students can access information, collaborate with peers and teachers, develop critical thinking skills and problem-solving abilities, and express their creativity and innovation. Additionally, it can assist teachers in designing and delivering more effective and personalized instruction, assessing and monitoring student progress, and engaging in continuous professional development [ 1 , 2 ]. Despite this, integrating ICT into education is not without challenges; each context and subject area has specific needs, challenges, and opportunities that must be considered during the planning, implementation, evaluation, and improvement process. This analysis, therefore, aims at identifying gaps and limitations in the literature and argues that it is essential to thoroughly review the current literature to synthesize the knowledge about what works, what does not, and the next steps to take to yield the best results out of the integration process.

Furthermore, education has become more integrated with ICT in the twenty-first century, thriving on advancements in computer technology; teaching and learning in secondary schools can be improved in various ways. There is a possibility to support, enhance, or alter the processes and outcomes of teaching and learning in secondary schools through the efficient and successful implementation of ICT [ 3 ]. As a result of the use of ICT in the classroom, particularly in secondary schools, students' learning outcomes, motivation, engagement, and skill development are improved, as well as teachers' attitudes, practices, and beliefs about teaching and learning [ 4 , 5 ]. It is, therefore, imperative that stakeholders work together to overcome the obstacles and problems that prevent secondary schools from fully integrating ICT by addressing challenges such as a lack of resources, training, time, support, curriculum alignment, and pedagogical change [ 6 , 7 ] that interfere with successful integration.

Hence, providing a comprehensive analysis of empirical studies relevant to ICT in secondary schools and learning, the purpose of this systematic literature review is to provide a comprehensive review of the empirical studies. This is because secondary education is integral in preparing young people for life, work, and higher education in the twenty-first century, making integrating ICT into various subjects to be indispensable for improved teaching and learning.

1.1 Research question

The systematic review will analyze the included studies to attain its objective by addressing the following questions:

RQ1: Which benefits of ICT integration exist in secondary schools for teaching and learning?

RQ2: What challenges and barriers hinder ICT’s practical and meaningful integration in teaching and learning?

RQ3: Which best practices and strategies have been implemented for effective ICT integration in secondary schools?

The study contributes to the existing knowledge base on ICT integration in secondary schools by providing a comprehensive overview of the current state of the art and highlighting the gaps and areas for further research. The study also offers practical implications and recommendations for policymakers, educators, researchers, and stakeholders interested in ICT integration in secondary schools. The study is particularly relevant for developing countries, where ICT integration in secondary school education is still in its early stages of implementation and faces many challenges [ 8 ]. Developing countries are home to many young people who need quality education to achieve their potential and contribute to their nation’s social and economic development. Hence, this exploration is timely and essential.

Therefore, to achieve this objective, a systematic literature review was conducted using a six-step process, including team selection, protocol creation, extensive search, screening and selection of studies, data extraction and analysis, and reporting and dissemination of findings. The recommendations from the Cochrane Handbook for Systematic Reviews served as the foundation for the procedure [ 9 ]. Both narrative and quantitative approaches were employed for the data synthesis. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework was used to prepare this study [ 10 ].

The structure of this article includes Sect.  1 , which is the background information on ICT integration in secondary education, and an overview of the systematic review methodology is provided in Sect.  2 , encompassing a search strategy, inclusion and exclusion criteria, quality assessment, extraction, and synthesis of data. The results are presented in Sect.  3 as descriptive statistics, thematic analysis, and synthesis. Section  4 discusses the main findings, the implications of this rigorous analysis, and its limitations and directions for possible future research. Finally, Sect.  5 presents the synthesized results and discussion.

This study applies a rigorous and transparent methodology based on the Cochrane Handbook for Systematic Reviews [ 11 ] and the PRISMA guidelines [ 10 ]. The study procedure progressed through six steps: selecting the team, developing the protocol, conducting a comprehensive literature search, screening and selecting studies, extracting and analyzing data, and reporting the results. The main objective was to investigate information and communication technology (ICT) use in secondary school education. Furthermore, the research aimed to understand better the impact and challenges of integrating ICT tools in secondary education. To sufficiently address the research problem and the stated objective, we selected a qualitative methodology based on a systematic literature review (SLR) guided by the PRISMA framework protocol [ 10 ] on integrating ICT in secondary school. The research questions were formulated to address the integration of ICT, the impact, and challenges faced in the process of integrating ICT in secondary schools, as shown in Table 1 .

2.1 Eligibility criteria

The sampled articles were considered eligible based on the document characteristics of being published:

in peer-reviewed journals,

in the English language,

between 2008 and July 11, 2023.

Additionally, content criteria and empirical studies with quantitative and qualitative methods were included, discarding theoretical studies dealing with ICT in settings other than secondary school.

2.2 Data sources and search strategy

The included studies were identified and retrieved from Scopus and Eric electronic databases. For the search and selection of articles, we used the search terms and their combinations as “integration”, “technology”, “secondary”, “school”, “ICT” “ICT in secondary education”, “ICT in secondary schools”, “implication of ICT in education”, “implication of ICT in secondary schools”, “benefits of ICT in secondary school”, “challenges in the implementation of ICT”, “challenges in the implementation of ICT in secondary school”, “impact of ICT in secondary school”, and “best practices in ICT implementation in secondary schools”.

2.3 Quality appraisal

The sample was selected using the JBI Checklist for Systematic Reviews and Research Syntheses. The checklist contains 11 questions, and the inclusion criteria were scored as "yes", "no", "unclear", or "not applicable" [ 12 ]. The automated inclusion and exclusion criteria were conducted by the three researchers who examined the search results by evaluating the abstracts to determine whether the study was suitable for the analysis of the benefits, challenges, and strategies employed to enhance ICT integration in secondary schools. In addition, studies were excluded if they did not meet the criteria after an objective comparison of the decisions of the independent researchers. The researchers' independent decisions had an interrater reliability of 94%, which was increased to 100% after the discussion among the three researchers to resolve and determine the suitability of the disputed studies.

2.4 Data analysis

The identified articles were 1363 from Scopus and Eric electronic databases, which were later cleaned up for duplicate records before screening. After the automated inclusion and exclusion process, 553 records were selected for further screening and eligibility assessment, which resulted in 51 sampled studies for this systematic analysis, as presented in Fig.  1 .

Flowchart for inclusion and exclusion process

The results section is a descriptive and thematic analysis and presentation of the 51 included studies.

3.1 Description of the articles under analysis

The systematic review included studies from 2008 to 2023 to establish the trends and gaps in the integration and impact of ICT in secondary schools. According to the article distribution in Fig.  3 , most of our sampled studies were published in 2020 and 2022, followed by 2023. However, 2023 will likely receive more publications since the literature search was conducted in June 2023. The findings indicate that most of the included studies were published in 2022 and were distributed as in Fig.  2 .

Publications by year (n = 51)

Furthermore, the studies were analyzed based on the methodology used. It was established that mainly quantitative methods were used in most of the sampled studies, and the least used method was the survey, as shown in Fig.  3 .

Sampled studies by methodology

The systematic review categorized the included studies according to the country in which they were published. The article distribution by country indicates that many studies were conducted in Malaysia, as shown in Fig.  4 .

Distribution by country

3.2 Thematic analysis

This section presents the findings according to the identified themes in relation to the research questions. The theme identification process involved the two authors independently analyzing the included studies with regard to the research questions and eligibility for the full-text screening. There was consultation with a third author in settling any disputes. This procedure of screening the full text and extracting the data was conducted thoroughly, as illustrated in the PRISMA flow diagram in Fig.  1 . Then, the initial coding for key terms was summarized into themes that emerged from the process, categorized according to the research questions as in Table 2 .

3.2.1 Themes in ICT integration

ICT integration in secondary education is characterized by some common themes, patterns, distinctions, and variations across subjects. The analyzed studies highlight that ICT integration is not only an essential tool to make teaching more interesting and sufficiently transmit twenty-first century skills to learners in current secondary schools but also plays a vital role in enhancing student’s learning outcomes, motivation, engagement, and critical and innovative thinking development [ 13 , 18 ]. Therefore, this study identified three themes surrounding the integration of ICT in secondary schools: the benefits, the challenges, and the best practices and strategies for making ICT an integral and beneficial tool for teaching and learning. Indeed, several factors have influenced and impacted the successful integration of ICT in various subject areas.

These factors can be loosely classified as student factors and teacher factors. Student factors can be termed those that affect students' learning processes, while teacher factors impede the teacher’s abilities to deliver the learning experiences in the teaching process. This analysis discovered that student factors can be minimized by integrating appropriate ICT tools, especially tools and methods that align with the subject's learning objectives, content, and pedagogy [ 4 , 31 ]. For ICT integration to be effective, a number of considerations need to be made, such as the quality of the ICT tools and methodologies, student involvement, learning interaction, and the assessment methods to be used [ 16 , 28 ].

On the other hand, teacher factors such as inadequate professional development, lack of sufficient school support, and pedagogical knowledge influence teachers' attitudes, beliefs, and behaviors, which determine their desire and actual ICT integration in various subjects. Based on the findings, instructors can use ICT tools in a variety of ways, and how they adapt and use them can affect how they view, adopt, and use these tools [ 27 , 29 ]. ICT integration skills can be developed through professional development [ 32 ], while school leadership and support can also assist teachers with ICT integration by providing them with resources, guidance, and motivation [ 21 , 33 ]. The teacher’s pedagogical expertise and views may also contribute to the tactics they use to integrate ICT into their classrooms, such as whether they prefer student- or teacher-centered approaches [ 25 ]. The integration of ICT tools may be affected not only by student and teacher factors but also by the nature of the subject area and its associated learning experiences. Therefore, the distribution of ICT integration of the sample by subject areas demonstrates that the highest integration level of ICT tools was recorded at 33% in ICT as a subject, followed by STEM subjects at 17%, as shown in Fig.  5 .

Distribution of ICT tools integration in subjects

4 Discussion

Based on this systematic literature review, we provide insights into how ICT is used in schools to improve teaching and learning. To comprehensively explain the findings, the research questions that guided this study have been categorized and discussed.

RQ1: What are the benefits of using ICT in secondary education?

RQ1 examined how ICT integration impacts secondary schools' learning outcomes, motivation, engagement, and skill development. About Eleven studies covering mathematics, science, language, and social studies addressed this question based on the rigorous inclusion criteria. The integration of ICT in secondary schools has been found to benefit the teaching and learning processes by improving the quality and pace of curriculum coverage. It is without doubt that integrating computers in the teaching and learning process, if well done, may translate into efficiency, but if not well done, it becomes disruptive. It may disorient both the teachers and learners from attaining their academic goals.

Therefore, this study aimed at synthesizing the benefits of effective ICT integration, which would foster impactful advances in secondary schools’ educational attainments. The twenty-first century has registered considerable advancements in computer technology, transforming various sectors of society and increasing demand for advanced computer skills. This requires that teaching and learning at all levels, particularly in secondary schools, be improved to support, enhance, and alter the processes and outcomes of teaching and learning through the efficient and successful implementation of ICT tools in schools [ 3 ]. As a result, using ICT in the classroom improves students' learning outcomes, motivation, engagement, skill development, and teachers' attitudes, practices, and beliefs about the teaching and learning process [ 4 , 31 ]. Therefore, stakeholders must work together to promote fully effective and practical integration of ICT tools by addressing issues such as a lack of resources, training, time, support, curriculum alignment, and pedagogical change [ 6 , 7 ] that interfere with successful integration. Apart from human resource skills development, other suitable resources and tools, such as software packages, should be made available to secure a meaningful integration.

According to Latifi [ 34 ], GeoGebra software, for instance, was used to teach geometry in Mathematics, improving students' geometry knowledge and performance. Furthermore, it showed that academic achievement, conceptual understanding, problem-solving skills, and creativity were all positively affected by the ICT integration on student learning outcomes. Indeed, Woodrich [ 13 ] confirmed that students' writing skills, creativity, motivation, and achievement in biology increased using Moodle LMS [ 6 ]. In a study conducted by Thibaut [ 20 ], students' inquiry skills and scientific literacy were also improved through WebQuest. It is clear that effective ICT integration in different subjects positively influences the motivation, engagement, and skill development of both the teacher and the learners, making their work more exciting and easier to understand. Therefore, when ICT tools are appropriately used, curriculum content and information are accurately and diversely presented, enhancing learners' ability to grasp concepts and ideas more efficiently and accurately, making the teaching and learning process easier and more interesting.

Another set of benefits can be presented under access to the learning process. Furthermore, the effective integration of ICT in the educative process gives learners better access to curriculum content and information; for example, a teacher can make the learning experiences available for learners at all times. That is, learners are made to conveniently access online learning experiences as they enjoy the freedom to continue learning at their convenience. In addition, effective ICT integration enables learners to collaborate with peers and teachers, develop critical thinking and problem-solving abilities, and express their creativity and innovation during their learning. Moreover, effective ICT integration can also enhance and make learning more personalized. In this regard, ICT tools can assist teachers in designing and delivering more effective and personalized instruction assessments, monitoring student progress, and engaging them in different learning activities.

Furthermore, personalized learning enables the equitable sharing of learning resources such as e-textbooks, course wares, computers, digital media, and other resources available to learners according to their learning needs. The equitable sharing of learning resources has been confirmed by different studies to positively affect students' interest, curiosity, confidence, and satisfaction in learning when ICT tools are effectively integrated into the teaching and learning processes. For example, learning resources shared through WebQuest promoted active participation, collaboration, communication, and self-regulation among students, while Lie [ 14 ] found that equitably shared digital libraries also increased student engagement and reading comprehension. In this case, digital storytelling increased students' motivation and collaboration, as supported by Smeda [ 4 ] and Karahan [ 15 ], who stated that the Autograph software stimulated students' curiosity and confidence in mathematics. These and many other benefits can be accrued from an effective ICT integration in secondary schools, as shown in Table 2 and further discussed under RQ3 below on the effectiveness of ICT tools and different strategies and practices that have been implemented in the school environment.

The results identified some limitations and challenges associated with using ICT in secondary schools. There were technical challenges, such as lack of access, reliability, compatibility, and security of ICT tools and resources. Some concerns were pedagogical issues related to curriculum alignment, assessment methods, and instructional strategies. Students and teachers were sometimes not motivated, interested, or ready to use ICT due to psychological problems.

Therefore, a total of 16 studies, among the included studies in this review, identified barriers and challenges to effective and meaningful integration of ICT in secondary schools. They identified factors that negatively affect ICT integration, such as lack of resources, training, time, support, curriculum alignment, and lack of pedagogical change. According to Chen [ 17 ], technical difficulties or insufficient guidance contributed to some students' frustrations with WebQuest, while Toma [ 18 ] discovered that teachers had negative attitudes toward digital storytelling because they had not been properly trained or supported. Further, Dockendorff [ 19 ] highlighted that some curricula did not adequately include or evaluate ICT integration and evaluation.

Inadequate ICT tools and resources: inadequate, inaccessible, unreliable, and insecure ICT tools pose challenges for teachers and students to use ICT effectively and efficiently. It was found by Planinc [ 7 ] that some preservice mathematics teachers lacked access to GeoGebra software and computers at school or home. According to Smeda [ 4 ], some language teachers face technical difficulties when using digital storytelling tools. At the same time, the Moodle Learning Management System (LMS) had compatibility issues and security concerns for some in-service science teachers [ 23 ].

Insufficient or inadequate training: Teachers lack access to adequate, relevant, high-quality, or frequent professional development opportunities to enhance their abilities to integrate ICT effectively. According to Mohd Ayub [ 28 ], some in-service mathematics teachers lacked the training and experience to use GeoGebra effectively, and in-service biology teachers were not given enough support or training when using Moodle LMS [ 6 ]. Similarly, preservice language teachers lacked training and feedback while using digital storytelling in their classrooms [ 24 ].

Insufficient Planning Time: There is a lack of time for teachers to plan, implement, evaluate, or improve their ICT integration practices because of insufficient allocation, management, or flexibility of time. Mostly, teachers face this challenge, as they are not always able to use ICT effectively or efficiently due to a lack of time. Lie [ 14 , 20 ] found a lack of time for designing and implementing WebQuest projects in the classroom among preservice science teachers. Some in-service language teachers did not have adequate time to explore digital libraries or use them to enhance their teaching; according to Lie [ 14 ] in their study, Bratland [ 25 ] reported that some in-service mathematics teachers did not have time to learn and use GeoGebra software.

Inadequate Technical Support: There is a lack of support for teachers on technical, pedagogical, and emotional levels in terms of provision, quality, relevance, or frequency to improve their ability and competence in integrating ICT. Usually, this is coupled with a lack of appropriate ICT support for teachers, resulting in their inability to use ICT effectively or efficiently. Karahan [ 15 ] found that in-service math teachers lacked technical support when using Autograph software. When using WebQuest for teaching social studies, some in-service teachers lacked sufficient pedagogical support [ 16 ].

Misaligned Curriculum: ICT tools and methods are not aligned, integrated, or coherent with curriculum objectives, content, or standards for teaching and learning when they are not aligned, integrated, or coherent. There may be an inconsistency between the use of ICT and curriculum goals or expectations, which affects both teachers and students. Chen [ 17 ] found that WebQuest was not aligned or integrated with curriculum standards and objectives among in-service language teachers. It has been reported by Toma [ 18 ] that some in-service language teachers lack coherence between digital storytelling and curriculum content. The use of ICT in teaching and learning is not adequately incorporated or evaluated in some curricula [ 19 ].

Inadequate ICT Pedagogic Skills: ICT may not be sufficient for supporting, enhancing, or transforming teaching and learning if pedagogical approaches, strategies, or methods are not adopted, adapted, or innovated. This challenge mainly affects teachers, who may not have enough pedagogical changes to use ICT effectively. Several preservice mathematics teachers were not sufficiently adopting GeoGebra software or adapting it to their existing pedagogical practices [ 7 ]. Digital storytelling did not lead to enough innovation in pedagogical practices for some in-service language teachers [ 4 ]. For some in-service teachers, ICT was ineffective in shifting science teachers from teacher-centered to student-centered learning [ 35 ].

According to the research conducted on RQ3, teachers' attitudes, beliefs, and practices regarding the integration of ICT are influenced by professional development, school support, leadership, pedagogical understanding, and technical knowledge. The review included 14 studies that addressed this question. These studies covered various aspects of teacher education, including preservice training, in-service training, mentoring, coaching, collaboration, reflection, feedback, evaluation, and certification. Most studies indicate that enhancing teachers' ICT integration skills and competencies requires professional development opportunities. Professional development significantly influenced teacher attitudes, beliefs, and practices related to ICT integration, as in the following examples:

Planinc and Kolnik [ 7 ] found that GeoGebra workshops improved preservice mathematics teachers' technological pedagogical content knowledge (TPACK) and confidence in using GeoGebra.

Ilona-Elefteryja [ 6 ] established that biology teachers who attended a Moodle LMS course were more self-efficacious and motivated to use Moodle LMS in the classroom.

Thibault [ 20 ] identified that preservice science teachers who worked on WebQuest designed projects improved their inquiry skills as well as their pedagogical reasoning and

Lie [ 14 ] reported that mentored in-service language teachers became more proficient in digital literacy and pedagogical strategies for utilizing digital libraries.

Furthermore, school support, leadership, and culture can facilitate or hinder ICT integration in secondary education. In addition to providing adequate resources, infrastructure, and technical assistance for ICT integration, school support includes creating a shared vision, mission, and goals for ICT integration; fostering a supportive, collaborative, and innovative school climate for ICT integration; and rewarding, and recognizing teachers and students for their efforts and achievements. School leadership modeled, promoted, and advocated ICT integration, empowering, encouraging, and inspiring teachers and students. It also involved monitoring, evaluating, and improving the effectiveness and quality of integrating ICTs in the teaching and learning process, as itemized in the following examples which;

teachers' attitudes and practices regarding using Autograph software in mathematics were positively correlated with school support and leadership, as Karahan [ 15 ] observed,

Ruggiero and Mong [ 16 ] stated that obtaining school support and leadership was one of the most critical factors in implementing WebQuests to teach social studies and finally,

strong school leadership and school support can foster a culture of innovation and collaboration among teachers and students in the use of ICT, as Ramos and de Andrade [ 21 ] suggested.

Therefore, there should be a holistic and systemic approach to incorporating ICT tools in secondary education to achieve effective ICT integration. This empirical review shows that ICT integration involves changing teachers' and students' beliefs, attitudes, and behaviors, not just pedagogical or technical issues. Hence, the sampled studies attempted to address this issue by investigating how ICT tools could be meaningfully integrated into the learning environment in a quest to integrate useful ICT tools to improve the learning process and the well-being of its users. Sampled studies investigated the integration of a variety of ICT tools and methods, such as digital storytelling, WebQuest, GeoGebra, Moodle LMS, Autograph, and digital libraries. The studies described ICT tools and methods in terms of their features, functions, advantages, and disadvantages and granting examples of the impacts of these ICT tools in the learning environment.

As an example, Multimedia stories can be created and shared using digital tools and platforms. Through the study of digital literacy, students can improve their writing skills, creativity, motivation, collaboration, and communication skills. Moreover, it allows students to express their opinions, emotions, and experiences meaningfully. Language, social studies, and the arts are all possible applications of this technique [ 4 , 13 , 18 , 29 ]. Online resources are used to create and complete WebQuests, which are inquiry-based tasks. Student learning can be enhanced by improving inquiry skills, scientific literacy, critical thinking, problem-solving, and self-regulation. It also allows students to explore everyday issues, questions, and problems in a structured environment. In addition to science, mathematics, and social studies, this approach benefits all subjects [ 16 , 17 ].

Furthermore, GeoGebra uses algebraic expressions to create geometric constructions that can be modified dynamically. Students will learn geometry concepts more deeply, become more curious, and gain greater self-confidence through the program. Besides, it may be used to visually represent, explore, or prove geometric relationships, properties, and theorems. This approach may teach mathematical subjects [ 7 , 25 , 28 ]. You can manage and deliver online courses with multiple modules and activities with the Moodle Learning Management System. When students are motivated, engaged, and collaborate during the learning process, they are more likely to achieve, be motivated, and be engaged. Teachers can also use this software for designing, delivering, assessing, and monitoring online courses. It can cover various topics [ 6 , 23 ].

In addition, Using an Autograph program, dynamic graphs can be manipulated using numerical data and functions. Exposure to graphing concepts results in students performing better, understanding more, feeling more confident, and being more curious. Also, students can interact with graphs by visualizing, exploring, and analyzing them. To practice mathematics, users can access digital resources such as books, articles, images, and videos through digital libraries [ 14 , 15 ] and students can become more engaged, read more, and understand digital literacy better. As a result of a digital resource management system [ 14 ] digital resources can also be provided, organized, and recommended for use in a wide variety of subjects. In secondary education, ICT tools and methods suggest that it is a dynamic phenomenon that requires an adaptable and flexible approach to address diverse topics and situations. ICT integration is used to develop, implement, evaluate, and improve ICT-based learning activities to support, enhance, and transform teaching and learning. Based on our systematic review, Table 3 summarizes our discussion of challenges and possible solutions associated with the integration of ICT in secondary schools.

4.1 Implications for policy and practice

The implications of this systematic literature review for policy and practice in secondary education are numerous. Policymakers should consider implementing ICT integration in secondary education with clear, coherent, comprehensive policies and guidelines addressing various dimensions and factors. These factors are associated with ICT integration, including resources, training, support, curriculum alignment, and pedagogical changes. In secondary education, providing adequate and appropriate resources, infrastructure, and technical assistance is essential to ensuring that ICT tools and resources are available, accessible, reliable, compatible, and secure. Improving teachers' attitudes, beliefs, and practices related to ICT integration should support and facilitate effective and meaningful professional development opportunities. In addition, a shared vision, mission, and goals for ICT integration in secondary education should be created by cultivating a supportive, collaborative, and innovative school culture and climate. A culture and climate that inspires teachers and students to use ICT in education and recognizes, rewards, and celebrates teachers and students' ICT integration achievements.

Practitioners should incorporate ICT tools in teaching and learning to enhance, support, and transform student learning outcomes, motivation, engagement, and skills development. This can be achieved by adopting and adapting strategies and pedagogical methods to integrate ICT tools into the secondary school learning environment efficiently. The integration should be aligned and well coordinated with the curriculum's objectives, content, and standards for teaching and learning purposes. Therefore, Table 3 outlines how the practitioners can address the different issues surrounding the ICT tools integration in the learning process. For example, various topics and situations in teaching and learning may require practitioners to explore, use, or suggest ICT tools and methods to address each context and subject area's specific needs, challenges, and opportunities. There should be effective mechanisms for monitoring, assessing, and improving the quality and effectiveness of ICT integration in teaching and learning by planning, implementing, evaluating, and improving ICT-based learning activities. It is evident from this systematic literature review that a framework is needed to promote better computer-aided learning in secondary schools and to integrate ICT effectively. Therefore, to ensure an effective and beneficial integration of ICT tools in schools, the researchers have proposed the ICT integration framework as in Fig.  6 , illustrating how different aspects of an effective integration interact within an integration system.

ICT integration framework

According to the sampled studies, effective integration of ICT depends on students' and teachers' motivation [ 13 , 18 , 19 , 28 ] Additionally, the authors recommend that secondary schools align ICT integration with their curricula [ 6 , 20 ] and learning objectives as well as maintaining ICT tools [ 4 , 14 ] and develop appropriate ICT skills for teachers as well as learners [ 15 , 16 , 17 ]. Therefore, ICT integration depends mainly on capacity development [ 6 , 7 ], which should be focused on harnessing technological knowledge with pedagogical understanding [ 16 , 21 ] in a conducive learning environment supported by all stakeholders [ 15 , 20 , 29 ]. Finally, capacity development should further enable students, teachers, and other experts to identify challenges and address them efficiently [ 23 , 25 , 26 ]. This framework is a cyclic model of effectively integrating ICT in a learning context.

4.2 Limitations and future research

A systematic literature review has several limitations, including that the scope of the review was limited to the use of information and communication technology in secondary schools for teaching and learning. Therefore, the study findings cannot be generalized or applied to any other level or setting of education, such as primary schools, higher education, or informal education. Studies that are included in a review determine its quality. Methodological aspects such as sample size, design, measurement, or analysis may affect the included studies' results. Thus, the strengths and weaknesses of the synthesis methods may affect the synthesis results.

ICT integration in secondary education should be explored in more diverse and dynamic ways to accommodate various topics and situations in secondary education. Every context and subject area may present different needs, challenges, and opportunities, which require tools that can be applied to them. Examine holistic and systemic approaches to integrating ICT into secondary school teaching and learning that address the resource, training, support, curriculum alignment, and pedagogical changes associated with ICT integration.

5 Conclusion

This study was conducted to comprehensively and rigorously review peer-reviewed studies on integrating information and communication technology in secondary schools. This study followed PRISMA guidelines and the Cochrane Handbook for Systematic Reviews [ 9 ] as the framework, assuring rigor and transparency. In this analysis, three research questions on ICT integration in secondary education were explored with regard to benefits, challenges, best practices, and barriers. As this systematic review highlights, several types and characteristics of ICT tools and methods can be utilized in teaching various secondary education topics. For adequate and appropriate ICT integration resources, infrastructure, and technical assistance, policymakers should develop and implement clear, coherent, and comprehensive policies and guidelines. To foster a supportive, collaborative, and innovative school climate, teachers must be able to participate in practical and meaningful professional development opportunities. For information and communication technology to be effectively utilized for teaching and learning, practitioners must adopt, adapt, or innovate pedagogical approaches, strategies, and methods that align and integrate ICT tools with curriculum objectives, content, or standards. They should explore, use, and propose diverse and dynamic ICT tools and methods for a wide range of topics to ensure that learners get the best out of the learning process.

Data availability

Not applicable. The data for this study originated from secondary desk research.

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Institute of International and Comparative Education, College of Teacher Education, Zhejiang Normal University, 688 Yingbin Avenue, Jinhua, 321400, Zhejiang, People’s Republic of China

Mgambi Msambwa Msafiri, Daniel Kangwa & Lianyu Cai

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Conceptualization, MMM and DK; methodology, MMM; software, MMM and DK; format analysis, MMM and DK; investigation, MMM and DK; resources, MMM, LC and DK; data curation, MMM, LC and DK; writing original draft preparation, MMM, LC and DK; review and editing, MMM, LC and DK; supervision, LC funding acquisition, no funding received. All authors have read and agreed to the published version of the manuscript.

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Correspondence to Mgambi Msambwa Msafiri .

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1.1 Appendix 1: Summary of included studies highlighting ict integration and impacts in secondary schools

1.2 appendix 2: highlights on the impact of ict in secondary schools, rights and permissions.

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Msafiri, M.M., Kangwa, D. & Cai, L. A systematic literature review of ICT integration in secondary education: what works, what does not, and what next?. Discov Educ 2 , 44 (2023). https://doi.org/10.1007/s44217-023-00070-x

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Received : 07 August 2023

Accepted : 13 November 2023

Published : 16 November 2023

DOI : https://doi.org/10.1007/s44217-023-00070-x

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