Australasian Journal of Educational Technology, 2022, 38(3)

 
 

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Australasian Journal of Educational Technology, 2022, 38(3). 
133 
Study limitations 
Although clear methodological guidelines were followed, some limitations need to be examined. By using 
only three databases, some existing systematic reviews may not have been considered. By searching other 
languages, we may have been able to synthesise and assess other cultural approaches to TDC development 
in HE. Finally, we may have been able to gain greater insight from the evidence by carrying out more 
innovative analytical techniques during data extraction and analysis, such as co-citation mapping or overlap 
analysis. 
Future lines of research 
Given the current state of evidence synthesised in this review, we present several recommendations for 
future research. The first is a general need to reorient away from basic forms of research, driven by teacher 
and student self-perceptions, to more robust forms previously discussed. Future research could explore 
TDC through an educational design research approach, in line with Reeves and Lin (2020), who have shown 
promise in developing iterative solutions to complex educational problems while also engaging with and 
advancing theory. In agreement with Pettersson (2018), we encourage research which focuses on 
theorisation and operationalisation of the pedagogical aspects of TDC development in HE through an 
integrated perspective of micro, meso and macro level analysis, including “developing links between 
policy, organisational infrastructures, strategic leadership and teachers and teaching practices” (p. 1017). 
Finally, as the vast majority of research in this area originates from faculties of education in the field of 
EdTech, it would be beneficial to broaden the field by including multidisciplinary perspectives on TDC 
across a range of subjects outside of the social sciences, in order to see how disciplinary and paradigmatic 
differences may impact development in this area. Disciplinary plurality in research on TDC may bring 
interesting new ideas, including theoretical and methodological approaches that are emerging outside the 
usual purview of EdTech. 
Conclusions 
The current overview presents the key characteristics and features of TDC research in HE by systematically 
synthesising the current evidence base. The objective was to offer an integrated assessment of research in 
this area. Although there are many recent systematic reviews from a range of perspectives, geographic 
settings and levels of analysis, such reviews often show one piece of the larger DC in the HE puzzle. The 
results have several implications for TDC development, with a special view toward building an integrated 
perspective across a range of stakeholders and dimensions at the micro, meso and macro level. We hoped 
to deepen our understanding of the relationship between TDC training proposals, student DC development, 
criteria for DC evaluation, pedagogical quality and leadership, HE policy, technological infrastructures as 
well as academic leadership and governance. We have been able to offer some possibilities for reorienting 
the field by (a) strategically enabling TDC development through an integrated and ecological perspective, 
(b) moving away from basic forms of inquiry and incorporating multidisciplinary perspectives outside of 
educational sciences in order to advance theory and practice and (c) conducting and reporting research in 
line with methodological guidelines to ensure the highest possible standards at both the primary study and 
systematic review levels.