DefinePK

Abstract

A revolution in the field of education today has welcomed the introduction of Information and Communication Technology (ICT) and the e-books. But coming together the integration of these tools and their implications has not been critically discussed, specifically the obstacles in terms of integrations of ICT in educational institutions. In this study the systematic literature review methodology will be adopted to synthesize the existing literature regarding the global trends in e-books adoption and ICT pedagogy with a particular emphasis on finding out the interdependent challenges in the local and global context. The study has found that regardless of such trends as blended learning, AI-driven interactive e-books and personalization focusing on student centered-models, the scope of these trends become strictly limited due to challenges faced in their implementation by a threefold factors: the digital divide (infrastructural inequities), a lack of teachers’ training and pedagogical instructions, and prevalence of technical-ethical issues. It is found that the technological adoption can be possible through prevention of inequalities in infrastructure and particularly by investing in human capital. Further, it was concluded that the transformative potential of digital-learning tools integration achieved through extensive teacher training programs, robust policy support and technological implementation. This study will significant for policy makers and educators, as it highlights the issues for implementation and offer a systematic guide to educators.