A Scoping Review of Faculty Attitudes Towards Technology-Driven Professional Development: The Role of Institutional Support and Workload

Samya AL-Shidi*, Researcher Group

https://doi.org/10.9743/JEO.2026.23.1.14

Abstract

Faculty attitudes toward technology-driven professional development (TDPD) in higher education are shaped by factors including institutional support and workload. This scoping review aims to synthesize available evidence on faculty attitudes to TDPD by focusing on the impact that institutional support and workload have on professional development (PD). A systematic search conducted in multiple databases of studies that were published between 2012 and 2024, following the Joanna Briggs Institute (JBI) methodology and PRISMA-ScR guidelines, was conducted. The study included diverse study designs and contexts and focused on faculty attitudes, institutional support, and workload in relation to TDPD. The review comprised 42 studies reporting complex factors influencing attitudes in faculty members. While limited resources, digital literacy, and time constraints were significant barriers, improved teamwork, reflective practices, and flexibility emerged as significant benefits. The link between workload and involvement in TDPD turned out to be complex. Hence, availability of institutional support is important in enhancing interest while the association with workload and participation is challenging. This review provides useful strategies to policymakers, institutional leaders, and researchers to enhance TDPD programs.

Keywords: teacher professional development, formal online programs, online communities, scoping review, teacher retention, stress, burnout