National contexts and information and communication technology in education: A systematic review of PISA studies

초록

This study summarizes the predictive effects of individual-level information and communication technology (ICT) and country-level factors on students' learning outcomes, including cognitive, affective, and behavioral domains. Moreover, we synthesized how country-level factors shape the predictive effects of student-level ICT factors on learning outcomes. We systematically reviewed empirical studies that conducted secondary analyses of the Programme for International Student Assessment (PISA) data incorporating country-level factors into their analyses. The analysis showed that the most frequently studied topics in PISA-derived ICT research were student-level ICT attitude and ICT use, followed by country-level factors directly related to ICT. The association between student-level ICT adoption and academic achievement varied depending on the educational setting, such as academic domains and instructional designs. Meanwhile, student attitude was consistently positively associated with learning outcomes. Country-level factors, such as national ICT access in education and human capital indicators, were generally positively associated with learning outcomes. Conversely, national ICT infrastructure and economic indicators showed mixed or negative results. Furthermore, country-level factors moderated the relationship between student-level ICT factors and learning outcomes, exhibiting facilitating, buffering, diminishing, or exacerbating effects. This study highlights that the educational effect of ICT is highly context-dependent, meaning it requires pedagogically aligned integration within learning contexts and institutional support at the broader institutional and national contexts to ensure effective learning outcomes.

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