ArticlePloS one2025
Integrating ICT in education: A scoping review of pre-service teachers' ICT beliefs.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This scoping review aims to map the current understanding of pre-service teachers' beliefs about ICT, identify critical research gaps, and provide actionable insights for teacher education policy and practice. A comprehensive search of seven electronic databases yielded 1366 studies, of which 277 were included. The review identified seven key themes, including a predominant focus on general ICT beliefs and the limited exploration of cutting-edge technologies or regional variations. Quantitative methods dominated the research landscape, often employing standardized instruments like the Technology Attitude Scale. The findings highlight the need for greater emphasis on underrepresented regions, innovative technologies, and qualitative methodologies to deepen contextual understanding. This review offers a foundational resource for stakeholders in teacher education and sets the stage for future research to bridge identified gaps, ultimately enhancing the integration of ICT in teacher training and classroom practice.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.