A Systematic Mapping Study of the Evolution of Educational Practices Using Disruptive Digital Technology

 Jamal Eddine Rafiq, University of Hassan II, Casablanca, Morocco
Abdelwahed Namir, University of Hassan II, Casablanca, Morocco
Abdelali Zakrani, University of Hassan II, Casablanca, Morocco  
Mohammed Amraouy, University of Mohamed V, Rabat, Morocco
Abdellah Bennane, University of Mohamed V, Rabat, Morocco

https://doi.org/10.9743/JEO.2025.22.1.19

Abstract

This study examines the evolution of educational practices in the digital era and the integration of information technologies in teaching. Through an automated search in six digital libraries, we identified 99 relevant studies spanning the period from 1990 to 2021. We draw on a systematic mapping approach to classify these studies for better analysis. The results indicate that Education 4.0 is characterized by contextualized and student-centered learning. Researchers primarily focus on technical contributions, exploring technologies such as Artificial Intelligence (AI), Internet of Thing (IoT), Virtual Reality (VR), and Augmented Reality (AR). However, few studies have addressed technologies like biofeedback, blockchain, and chatbots. Solution proposals and case studies are the most used approaches. This study highlights the importance of information technologies in education and has significant implications for teachers, educators, researchers, and curriculum designers.

Keywords: information technology, educational practices, Education 1.0 to Education 4.0, learning method, systematic mapping study