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Using the Arksey and O’Malley (2005) approach, a systematic search of English-language studies (2016–2025) in WoS and Scopus yields 46 publications. Technology acceptance models (TAM/UTAUT) dominate (19 studies), while digital learning infrastructures (n=29) and mobile-social ecosystems (n=22) are prevalent. Results highlight an intensified digital divide post-epidemic, teacher preparedness as a core barrier, and moderate-to-substantial effects for adaptive learning, supporting new theory and equity-focused integration directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-scoping-review-of-contemporary-frameworks-challenges-and-future-directions-on-educational-technology-for-digital-generations/600509/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-scoping-review-of-contemporary-frameworks-challenges-and-future-directions-on-educational-technology-for-digital-generations/600509.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method was used to conduct the scoping review?","Question",{"text":112,"@type":113},"The study uses the scoping review methodology developed by Arksey and O’Malley (2005) and performs a systematic literature search.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which frameworks appear most frequently in the educational technology literature for digital generations?",{"text":117,"@type":113},"Technology acceptance models, specifically TAM and UTAUT, are reported as the most common frameworks in the included studies.",{"name":119,"@type":110,"acceptedAnswer":120},"What key challenges are emphasized regarding integrating educational technologies?",{"text":121,"@type":113},"The review identifies intensified digital divide issues after the epidemic and highlights shortcomings in teacher preparedness as the main obstacle to technological integration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600509,1792168040,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contemporary Educational Technology, 2025, 17(4), ep611  \n ISSN: 1309-517X (Online)   \n OPEN ACCESS  Review Article  \nA scoping review of contemporary frameworks, challenges, and future directions on educational technology for digital generations  \nOksana K. Korobkova 1*  \n 0009-0004-3053-8618  \nNatalya A. Galchenko 2  \n 0000-0002-1717-5101  \nNatalia A. Orekhovskaya 3  \n 0000-0001-8390-5275  \nEkaterina A. Drozdova 4  \n 0000-0003-4272-8772  \nOksana V. Zakharova 5  \n 0000-0003-3728-963X  \nAlisa V. Lobuteva 5  \n 0000-0002-9804-3257  \n1 Pacific National University, Khabarovsk, RUSSIA  \n2 Murmansk Arctic University, Murmansk, RUSSIA  \n3 Financial University under the Government of the Russian Federation, Moscow, RUSSIA  \n4 Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA  \n5 I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA  \n* Corresponding author: [korobkova.ok@yandex. ru](korobkova.ok@yandex. ru)  \nCitation: Korobkova, O. K., Galchenko, N. A., Orekhovskaya, N. A., Drozdova, E. A., Zakharova, O. V., & Lobuteva, A. V. (2025) . A scoping review of contemporary frameworks, challenges, and future directions on educational technology for digital generations. Contemporary Educational Technology, 17(4), ep611. [https://doi.org/10.30935/cedtech/17517](https://doi.org/10.30935/cedtech/17517)  \nARTICLE INFO ABSTRACT  \nReceived: 9 Apr 2025 This study is a thorough scoping review that seeks to thoroughly delineate the existing  \nAccepted: 12 Nov 2025 frameworks, difficulties, and prospective trajectories of educational technology for digital generations. Utilizing the technique established by Arksey and O’Malley (2005), a systematic search was conducted for English-language studies published between 2016 and 2025 in the WoS and Scopus databases, resulting in the inclusion of 46 publications in the analysis. The results show that technology acceptance models (TAM and UTAUT) (19 studies) are the most common in the field of educational technology. These models were established during the X-Y generation period and do not fully reflect the realities of digital generations. Digital learning infrastructures (n = 29) and mobile-social learning ecosystems (n = 22) were recognized as the predominant technological categories. The study revealed that the digital divide has intensified since the epidemic (28% lack Internet access), shortcomings in teacher preparedness constitute the principal obstacle to technological integration, and adaptive learning methods exhibit moderate to substantial impact sizes. The results underscore the necessity for the formulation of novel theoretical frameworks that encapsulate the inherent technology interaction patterns of digital generations, pedagogy-oriented technology integration, and holistic digital equity initiatives.  \nKeywords: educational technology, digital generation, Gen Z, Gen alpha, scoping review  \nINTRODUCTION  \nThe concept of “digital natives” coined by Prensky (2001) at the beginning of the 21st century defined the natural correlation between students born after 1980 and technology and initiated a paradigm shift in education. Nonetheless, this notion, denounced by Bennett et al. (2008) as a “academic moral panic,” has been rigorously scrutinized by subsequent empirical investigations. Kirschner and De Bruyckere (2017) and Reid et al. (2023) have proven that being around technology does not immediately make you digitally literate, and that thinking that everyone can perform many things at once is wrong. However, the expectations of Generation Z (Gen Z) and Generation alpha (Gen alpha) regarding educational technologies show clear shifts toward personalized, interactive, and contextualized learning experiences (Chardonnens, 2025) .  \nThe rapidly evolving nature of the educational technology field (AECT, 2020) and the transformative impact of the COVID-19 pandemic on digital learning have highlighted the need for a comprehensive and up-to-d","cbCaitOHOlSGWTGi","https://ap.wps.com/l/cbCaitOHOlSGWTGi","pdf",408373,23,"English","# Introduction\n# Literature Review\n## Digital Generations","[{\"question\":\"What method was used to conduct the scoping review?\",\"answer\":\"The study uses the scoping review methodology developed by Arksey and O’Malley (2005) and performs a systematic literature search.\"},{\"question\":\"Which frameworks appear most frequently in the educational technology literature for digital generations?\",\"answer\":\"Technology acceptance models, specifically TAM and UTAUT, are reported as the most common frameworks in the included studies.\"},{\"question\":\"What key challenges are emphasized regarding integrating educational technologies?\",\"answer\":\"The review identifies intensified digital divide issues after the epidemic and highlights shortcomings in teacher preparedness as the main obstacle to technological integration.\"}]","A scoping review of contemporary frameworks, challenges, and future directions on educational technology for digital generations | PDF",1792090834,58]