Review Article

In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review

Huu Tong Duong 1 , Minh Dung Tang 2 * , Xuan Mai Vo 3 , Tien-Trung Nguyen 4 , Muhammad Noor Kholid 5 , Nga Thi Hoang 6 , Phuong Uyen Bui 1 , Minh Triet Viet Le 1
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1 Can Tho University, Can Tho City, VIETNAM2 Ho Chi Minh City University of Education, Ho Chi Minh City, VIETNAM3 Dong Thap University, Dong Thap Province, VIETNAM4 VNU University of Education, Ha Noi City, VIETNAM5 Universitas Muhammadiyah Surakarta, Sukoharjo, Jawa Tengah, INDONESIA6 Haiphong University, Hai Phong City, VIETNAM* Corresponding Author
Contemporary Educational Technology, 17(4), October 2025, ep598, https://doi.org/10.30935/cedtech/17321
Published: 24 October 2025
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ABSTRACT

Many studies have been conducted on in-service mathematics teachers’ beliefs and instructional practices regarding integrating information and communication technologies (ICTs) into teaching. This systematic review study investigates in-service mathematics teachers’ beliefs, instructional practices, and the relationship between them in integrating ICTs into their instruction. Based on the systematic review methodology and the guidelines for preferred reporting items for systematic reviews and meta-analyses, with descriptive statistics and qualitative analysis data processing methods, 15 studies published from 2014 to 2023 were selected to perform the analysis. These results indicate that many studies show teachers’ positive beliefs about ICTs, including their ability to facilitate teaching and learning, improve students’ understanding, and promote student-centered learning. At the same time, teachers use multiple forms of technological tools in many different teaching activities. However, difficulties in practice, from teachers’ technological skills and knowledge to pedagogical skills in classroom management, are also analyzed from selected studies. Furthermore, this study shows that the conclusions about a correlation between beliefs and instructional practices in integrating ICTs into teaching in previous studies are relatively diverse. From these results, the study offers recommendations to stakeholders on professional development for in-service mathematics teachers, indicates its limits, and identifies potential future research areas.
Keywords: beliefs, ICTs, in-service mathematics, teachers, instructional practice, systematic review

CITATION (APA)

Duong, H. T., Tang, M. D., Vo, X. M., Nguyen, T.-T., Kholid, M. N., Hoang, N. T., Bui, P. U., & Le, M. T. V. (2025). In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review. Contemporary Educational Technology, 17(4), ep598. https://doi.org/10.30935/cedtech/17321

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