Digital Literacy in Enhancing Collaborative Teaching: A Systematic Review

Authors

DOI:

https://doi.org/10.19173/irrodl.v27i1.8717

Keywords:

digital literacy, collaborative teaching, systematic review, Community of Inquiry, TPACK, open and distributed learning, educational policy

Abstract

Digital literacy is central to collaborative teaching in technology-mediated environments, particularly open and distributed learning. Guided by the Community of Inquiry and TPACK (Technological Pedagogical Content Knowledge) frameworks, this systematic review examines how digital literacy enables educators to codesign instruction, sustain interaction, and support reflective practice while addressing structural and contextual barriers. Following PRISMA 2020, comprehensive searches in Scopus and the Web of Science identified 32 peer-reviewed articles published in 2024. Thematic synthesis produced three strands: (a) integration of digital literacy in education, highlighting links to teaching presence, professional development, and instructional design; (b) digital literacy in response to educational challenges, demonstrating its role in resilience, equity, and socio-emotional support across remote and hybrid contexts; and (c) advancing learning through digital competencies, detailing gains in collaboration, critical inquiry, and innovative use of augmented reality, virtual reality, data analytics, and emerging AI tools alongside ethical considerations. Evidence indicates that digital literacy functions as a pedagogical capacity rather than solely a technical skill and yields the strongest outcomes when aligned with institutional culture, curriculum design, and continuous professional learning. Policy recommendations include sustained investment in equitable infrastructure, structured capacity building aligned with UNESCO’s Digital Literacy Global Framework and ICT (Information and Communication Technology) Competency Framework for Teachers, and explicit attention to ethics and inclusion. Future research should adopt longitudinal and comparative designs to trace the impact on educator identity, collaboration, and learner outcomes.

Author Biographies

Walton Wider, Business and Communications, INTI International University

Walton Wider is a Professor in the Faculty of Business and Communications at INTI International University, holding a PhD in Psychology. His research spans Psychology, Education, and Management. His work has been pivotal in fostering interdisciplinary collaborations and partnerships, enriching academic and practical approaches across these fields.

Abidah Saad, Faculty of Business and Management at Universiti Teknologi MARA (UiTM), Sungai Petani, Kedah

Abidah Saad is a Senior Lecturer in the Faculty of Business and Management at Universiti Teknologi MARA (UiTM), Sungai Petani, Kedah, holding a PhD in Management. Her research spans human resource management, management, and education, with a strong interest in advancing evidence-based practice and interdisciplinary collaboration.

Nor Asiah Mahmood, College of Business Administration, Prince Sultan University, Riyadh, Saudi Arabia

Nor Asiah Mahmood is an Assistant Professor at Prince Sultan University, Riyadh, Saudi Arabia, holding a PhD in Human Resources Development from Universiti Putra Malaysia. Her research spans human resource management, human resource development, organizational behavior, organizational development, and management, with a strong focus on advancing evidence-based organizational practices and translating research insights into workplace impact.

Suhaida Ishak, Sports Management, Faculty of Applied Science (FASF), Kuala Lumpur University of Science and Technology

Suhaida Ishak is the Head of Programme for the Diploma in Sports Management at the Faculty of Applied Science (FASF), Kuala Lumpur University of Science and Technology, holding a Master of Education (Sports Management). Her research spans science education, teacher education, educational management, and psychology, with particular interests in experimental psychology and sport psychology, and a focus on strengthening evidence-based practice in education and sport settings.

Muhammad Ridzuan Abdul Aziz, Faculty of Business and Management, Universiti Teknologi MARA

Muhammad Ridzuan Abdul Aziz is a senior Lecturer of Islamic Banking at the Faculty of Business and Management, Universiti Teknologi MARA, holding a DBA in Finance and Marketing. His research spans Islamic banking and finance, Islamic financial planning and wealth management, as well as marketing of financial services. He also holds several professional qualifications in Islamic finance including IFP, CQIF (Banking), IQIF (Banking), and AQIF from IBFIM, and PCIF from INCEIF University.

Changhe Wu, Faculty of Business and Communications, INTI International University, Nilai, Malaysia

Changhe Wu is a PhD (Management) student at the Faculty of Business and Communications, INTI International University, Nilai, Malaysia. His research focuses on financial technology (FinTech), digital financial inclusion, and innovation in financial services.

Hao Wu, Faculty of Business and Communications, INTI International University, Nilai, Malaysia

Hao Wu is a PhD (Management) student at the Faculty of Business and Communications, INTI International University, Nilai, Malaysia. His research interests lie in the intersection of the metaverse and tourism, exploring how immersive technologies redefine consumer experiences, destination marketing, and service innovation.

Jem Cloyd M. Tanucan, School of Education, Norfolk State University, Norfolk, United States

Jem Cloyd Tanucan, Ph.D., Ed.D., is a teacher and interdisciplinary researcher in education with a track record of driving institutional improvement through evidence-based planning, leadership, and cross-sector academic collaboration. His research spans education, leadership, technology, curriculum and instruction, and health and wellness.

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Published

2026-02-10

How to Cite

Wider, W., Saad, A., Mahmood, N. A., Ishak, S., Aziz, M. R. A., Wu, C., … Tanucan, J. C. M. (2026). Digital Literacy in Enhancing Collaborative Teaching: A Systematic Review. The International Review of Research in Open and Distributed Learning, 27(1), 210–234. https://doi.org/10.19173/irrodl.v27i1.8717

Issue

Vol. 27 No. 1 (2026)

Section

Literature Reviews

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