Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review

Abstract

Technology supported problem-based learning (TSPBL) can provide a new paradigm for instruction and eventual enhanced critical thinking skills among students. Higher education institutions invest in TSPBL-enhanced learning environments, prompting the exploration of modifications to better meet 21st-century student demands. This literature review was carried out to analyze the best available evidence worldwide so as to have an overview of the state of the current research regarding the implementation of TSPBL in mathematics education for pre-service teachers. Sixteen research articles from three recognized databases; Education Resources Information Centre (ERIC), Web of science and Science direct met the following criteria: (1) published in peer-reviewed journal; (2) focused on mathematics domain; (3) written in English; and (4) published strictly in the recent five years (2019–2023). We followed the three stages of Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) to sustain accuracy, transparency and quality. We examined the identified TSPBL implementation procedures and its contemporary benefits to pre-service teachers, as well as the reported challenges in its implementation. The findings highlight the transformative potential of TSPBL among pre-service teachers in developing contemporary skills including critical thinking, problem-solving, creative thinking, collaboration and effective communication that emerged prominently. In addition, findings show the absence and/or inadequate digital literacy among teachers and students. Practical implications suggest a need to invest in comprehensive training programs and workshops as well as a supportive educational ecosystem to help bridge the gap and empower teachers to maximize the benefits of TSPBL approach in diverse learning contexts.