Research Article

Structural dimensions of a digital learning ecosystem for research skills in secondary education

Clara Rocío Henao-Zárate 1 *
More Detail
1 Universitat de les Illes Balears, Palma, SPAIN* Corresponding Author
Contemporary Educational Technology, 18(3), July 2026, ep664, https://doi.org/10.30935/cedtech/18726
Published: 08 June 2026
OPEN ACCESS   292 Views   374 Downloads
Download Full Text (PDF)

ABSTRACT

Despite widespread digital access in secondary education, students continue to demonstrate limited capacity for systematic inquiry, critical source evaluation, and evidence-based reasoning—a paradox that existing virtual learning environments have failed to resolve. This article presents the structural dimensions of a conceptual digital learning ecosystem (DLE) designed to strengthen research skills in secondary education, based on a scoping review of 34 studies published between 2019 and 2025. The findings indicate that inquiry-oriented approaches—particularly project-based learning, problem-based learning, and inquiry-based learning—are the most widely adopted strategies; however, their effectiveness depends on their alignment with structured inquiry processes rather than on the mere presence of digital tools. The reviewed studies also emphasize the role of technological infrastructures, collaborative platforms, learning analytics, and artificial intelligence in supporting school-based research. The proposed DLE model represents a shift from content-centered instruction to structured inquiry environments, enabling students to formulate questions, evaluate evidence, design investigations, and communicate findings. The model integrates human, pedagogical, technological, and support components aligned with five key research phases, contributing to the development of autonomy, critical thinking, and inquiry-oriented learning.
Keywords: research skills, digital learning ecosystem, secondary education, project-based learning, educational technology, inquiry-based learning

CITATION (APA)

Henao-Zárate, C. R. (2026). Structural dimensions of a digital learning ecosystem for research skills in secondary education. Contemporary Educational Technology, 18(3), ep664. https://doi.org/10.30935/cedtech/18726

REFERENCES

  1. Alamettälä, T., & Sormunen, E. (2020). The effect of a teaching intervention on students’ online research skills in lower secondary education. Information Research, 25(2), Article 861. https://informationr.net/ir/25-2/paper861.html
  2. Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.1080/1364557032000119616
  3. Barab, S. A., & Roth, W.-M. (2006). Curriculum-based ecosystems: Supporting knowing from an ecological perspective. Educational Researcher, 35(5), 3-13. https://doi.org/10.3102/0013189X035005003
  4. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368
  5. Blankendaal-Tran, K. N., Meulenbroeks, R. F. G., & van Joolingen, W. R. (2025). Digital research skills: Application in secondary science reports. Research in Science Education, 56, 261-291. https://doi.org/10.1007/s11165-025-10259-9
  6. Bozkurt, A., & Stracke, C. M. (2023). The shift toward openness in education and the implications for learning ecosystems and ecologies. In D. Otto, G. Scharnberg, M. Kerres, & O. Zawacki-Richter (Eds.), Distributed learning ecosystems (pp. 31-46). Springer. https://doi.org/10.1007/978-3-658-38703-7_3
  7. Bozu, Z., Calduch, I., & Rubio Hurtado, M. J. (2024). El trabajo de investigación de bachillerato. Perspectiva del alumnado sobre el desarrollo de competencias y actitudes hacia la investigación [The high school research project. Students’ perspective on the development of skills and attitudes towards research]. Revista De Investigación Educativa, 42(1), 203-222. https://doi.org/10.6018/rie.548161
  8. Chávez-Lazarte, L. A. (2024). Habilidades investigativas en la escuela, un reto post pandemia [Research skills in schools, a post-pandemic challenge]. Horizontes Revista de Investigación en Ciencias de la Educación, 8(32), 153-163. https://doi.org/10.33996/revistahorizontes.v8i32.712
  9. Chinchua, S., Kantathanawat, T., & Tuntiwongwanich, S. (2022). Increasing programming self-efficacy (PSE) through a problem-based gamification digital learning ecosystem (DLEs) model. Journal of Higher Education Theory and Practice, 22(9), 131-143. https://doi.org/10.33423/jhetp.v22i9.5370
  10. Cuong, D. H., Tuan, N. V., Thuong, D. T. K., & Son, N. T. K. (2023). Approaches to innovative learning ecosystem. VNU Journal of Science: Education Research, 39(2), 9-20. https://doi.org/10.25073/2588-1159/vnuer.4671
  11. Germain, C. B., & Gitterman, A. (1994). Ecological perspective. In R. L. Edwards (Ed.), Encyclopedia of social work (pp. 816-824). National Association of Social Workers Press.
  12. Gouseti, A., James, F., Fallin, L., & Burden, K. (2024). The ethics of using AI in K-12 education: A systematic literature review. Technology, Pedagogy and Education, 34(2), 161-182. https://doi.org/10.1080/1475939X.2024.2428601
  13. Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, Article 101586. https://doi.org/10.1016/j.ijer.2020.101586
  14. Hecht, M., & Crowley, K. (2020). Unpacking the learning ecosystems framework: Lessons from the adaptive management of biological ecosystems. Journal of the Learning Sciences, 28(3), 373-412. https://doi.org/10.1080/10508406.2019.1693381
  15. Huamani-Anco, Y. S., & Maraza-Quispe, B. (2025). Evaluation of the impact of ChatGPT on the development of research skills in secondary education students: An experimental approach. International Journal of Information and Education Technology, 15(1), 59-69. https://doi.org/10.18178/ijiet.2025.15.1.2218
  16. Jackson, N. J. (2013). The concept of learning ecologies. In N. J. Jackson, & G. B. Cooper (Eds.), Lifewide learning, education and personal development. Lifewide Education. https://www.lifewideeducation.uk/lifewide-learning-education--personal-development.html
  17. Junchaya-Palomino, N. R., Díaz Espinoza, M., García Atoche, G. C., Armas Rebaza, L. G., Rivas, L. E., & Morocho Ricalde, C. J. (2024). Evaluación del Impacto del aprendizaje basado en proyectos frente a la clase invertida en el desarrollo de habilidades de investigación [Comparison of the development of investigative skills between project based learning and the flipped class]. Universidad, Ciencia y Tecnología, 28(123), 40-51. https://doi.org/10.47460/uct.v28i123.800
  18. Klar, M. (2025). Using ChatGPT is easy, using it effectively is tough? A mixed methods study on K-12 students’ perceptions, interaction patterns, and support for learning with generative AI chatbots. Smart Learning Environments, 12, Article 32. https://doi.org/10.1186/s40561-025-00385-2
  19. Kummanee, J., Nilsook, P., & Wannapiroon, P. (2020). Digital learning ecosystem involving STEAM gamification for a vocational innovator. International Journal of Information and Education Technology, 10(7), 533-539. https://doi.org/10.18178/ijiet.2020.10.7.1420
  20. Lacson, E. E., & Dejos, E. A., Jr. (2022). Research skills scale for senior high school students: Development and validation. Psychology and Education: A Multidisciplinary Journal, 2(4), 329–334. https://scimatic.org/show_manuscript/379
  21. Lane, D. C., & Goode, C. (2021). Open for all: The OERu’s next generation digital learning ecosystem. The International Review of Research in Open and Distributed Learning, 22(4), 146-163. https://doi.org/10.19173/irrodl.v23i1.5763
  22. Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273-290. https://doi.org/10.1207/s15327884mca0704_03
  23. Maddens, L., Depaepe, F., Janssen, R., Raes, A., & Elen, J. (2019). Evaluating the Leuven research skills test for 11th and 12th grade. Journal of Psychoeducational Assessment, 37(6), 755-767. https://doi.org/10.1177/0734282918825040
  24. Maddens, L., Depaepe, F., Janssen, R., Raes, A., & Elen, J. (2021). Research skills in upper secondary education and in first year of university. Educational Studies, 47(4), 491-507. https://doi.org/10.1080/03055698.2020.1715204
  25. Maddens, L., Depaepe, F., Raes, A., & Elen, J. (2020). The instructional design of a 4C/ID-inspired learning environment for upper secondary school students’ research skills. International Journal of Designs for Learning, 11(3), 126-147. https://doi.org/10.14434/ijdl.v11i3.29012
  26. Maddens, L., Depaepe, F., Raes, A., & Elen, J. (2023). Fostering students’ motivation towards learning research skills: The role of autonomy, competence and relatedness support. Instructional Science, 51, 165-199. https://doi.org/10.1007/s11251-022-09606-4
  27. Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. G. (2025). Integrating generative AI and load reduction instruction to individualise and optimise students’ learning. Learning and Individual Differences, 121, Article 102723. https://doi.org/10.1016/j.lindif.2025.102723
  28. McKenney, S., & Reeves, T. C. (2018). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642
  29. Meepung, T., Pratsri, S., & Nilsook, P. (2021). Interactive tool in digital learning ecosystem for adaptive online learning performance. Higher Education Studies, 11(3), 70-77. https://doi.org/10.5539/hes.v11n3p70
  30. MEN. (2004). Estándares básicos de competencias en ciencias naturales y ciencias sociales [Basic standards of competence in natural sciences and social sciences]. Ministerio de Educación Nacional de Colombia. https://www.mineducacion.gov.co/1621/articles-116042_archivo_pdf3.pdf
  31. Netto-Silveira, P. D., Cury, D., & Silva de Menezes, C. (2019). From VLE to learning ecosystems: Exploring a conceptual model. Proceedings of the 2019 XIV Latin American Conference on Learning Technologies, 2019, 154-161. IEEE. https://doi.org/10.1109/LACLO49268.2019.00036
  32. Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2023). Digital learning ecosystem for classroom teaching in Thailand high schools. Sage Open, 13(1). https://doi.org/10.1177/21582440231158303
  33. Noriega-Castillo, L. H. (2022). Estrategias de aprendizaje basado en problemas para desarrollar competencias investigativas en estudiantes de secundaria [Problem-based learning strategies to develop research skills in secondary school students] [PhD thesis, Universidad César Vallejo]. https://dialnet.unirioja.es/servlet/tesis?codigo=351229
  34. Nugroho, M. S., Akmal, S., & Pawenang, S. (2023). Integrated learning models: An overview of learning ecosystems in high schools in Indonesia. International Journal of Economics, Business and Accounting Research, 7(4), 1-20. https://jurnal.stie-aas.ac.id/index.php/IJEBAR/article/view/11240
  35. Organization for Economic Co-operation and Development [OECD] (2005). The definition and selection of key competencies (DeSeCo) project. Organization for Economic Co-operation and Development. https://one.oecd.org/document/EDU/EDPC/ECEC/RD(2010)26/en/pdf
  36. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71
  37. Pérez-Mallea, I., & Ruiz-Ortiz, L. (2020). Ecosistemas digitales de aprendizaje: Un diseño para la Universidad de las Ciencias Informáticas [Digital learning ecosystems: A design for the University of Computer Sciences]. Serie Científica de la Universidad de las Ciencias Informáticas, 13(4), 77-88. https://publicaciones.uci.cu/index.php/serie/article/view/551
  38. Perrenoud, P. (2004). Diez nuevas competencias para enseñar: Invitación al viaje [Ten new competencies for teaching: An invitation to the journey]. Graó. https://www.grao.com/es/producto/diez-nuevas-competencias-para-ensenar
  39. Pornpongtechavanich, P., & Wannapiroon, P. (2021). Intelligent interactive learning platform for seamless learning ecosystem to enhance digital citizenship’s lifelong learning. International Journal of Emerging Technologies in Learning, 16(14), 232-248. https://doi.org/10.3991/ijet.v16i14.22675
  40. Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
  41. Redmond, W. D., & Macfadyen, L. P. (2020). A framework to leverage and mature learning ecosystems. International Journal of Emerging Technologies in Learning, 15(5), 75-99. https://doi.org/10.3991/ijet.v15i05.11898
  42. Rempel, C., Maciel, M. J., Haetinger, C., Bergmann, P. C., Vognach, P. A., & da Silva, G. R. (2019). Scientific initiation work at high school: Development of research skills in dairy producing properties of Vale do Taquari/RS. Revista Tempos e Espaços em Educação, 12(30), 317-346. https://periodicos.ufs.br/revtee/article/view/9718
  43. Sagita, S., Rahmat, A., Priyandoko, D., & Sriyati, S. (2023). Developing and validating the research skills metacognitive questionnaire: A comprehensive exploration of instrument design and validation. Migration Letters, 20(8), 606-616. https://migrationletters.com/index.php/ml/article/view/5431
  44. Salybekova, N., Issayev, G., Abdrassulova, Z., Bostanova, A., Dairabaev, R., & Erdenov, M. (2021). Pupils’ research skills development through project-based learning in biology. Cypriot Journal of Educational Science, 16(3), 1106-1121. https://doi.org/10.18844/cjes.v16i3.5829
  45. Santiago, C. M., & Valtoribio, D. C. (2022). Development and validation of questionnaire for measuring senior high school fundamental scientific research skills. International Journal of Advanced Research and Publications, 5(9), 44-51. http://www.ijarp.org/published-research-papers/sep2022/Development-And-Validation-Of-Questionnaire-For-Measuring-Senior-High-School-Fundamental-Scientific-Research-Skills.pdf
  46. Servado, R. Q. (2024). The level of scientific research skills of senior high school students in an academic research. Psychology and Education: A Multidisciplinary Journal, 19(10), 1050-1055. https://doi.org/10.5281/zenodo.11202917
  47. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. http://www.itdl.org/Journal/Jan_05/article01.htm
  48. Sinensis, A. R., Firdaus, T., & Saulon, B. O. (2022). Building student research skills through collaborative real-world analysis-based learning. Indonesian Review of Physics, 5(2), 57-65. https://doi.org/10.12928/irip.v5i2.6488
  49. Stadler, M., Bannert, M., & Sailer, M. (2024). Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry. Computers in Human Behavior, 160, Article 108386. https://doi.org/10.1016/j.chb.2024.108386
  50. Tammets, K., Khulbe, M., Sillat, L. H., & Ley, T. (2022). A digital learning ecosystem to scaffold teachers’ learning. IEEE Transactions on Learning Technologies, 15(5), 620-631. https://doi.org/10.1109/TLT.2022.3198739
  51. Techakosit, S., & Rukngam, T. (2023). Constructionist approach instruction model in the digital learning ecosystem to promote self-directed learning skills. International Journal of Emerging Technologies in Learning, 18(10), 244-256. https://doi.org/10.3991/ijet.v18i10.35431
  52. Techakosit, S., & Rukngam, T. (2024). Influence of learning activities based on the constructionism approach in digital learning ecosystem on self-directed learning skills. International Journal of Interactive Mobile Technologies, 18(12), 85-98. https://doi.org/10.3991/ijim.v18i12.48401
  53. Tobón, S. (2006). Formación basada en competencias: Pensamiento complejo, diseño curricular y didáctica [Competency-based training: Complex thinking, curricular design and teaching] (2nd ed.). ECOE Ediciones. https://books.google.com.co/books?id=71-XswEACAAJ
  54. Tuamsuk, K., Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., & Traiyarach, S. (2023). Key success factors for transforming classrooms into learning communities in digital learning ecosystem at secondary schools in Thailand. Contemporary Educational Technology, 15(2), Article e408. https://doi.org/10.30935/cedtech/12920
  55. Varías-Palacios, R. A., Llontop-Ynga, E. G., Murillo-Tapia, J. P., & Tenorio-Vilchez, C. (2023). Habilidades investigativas en estudiantes de secundaria: Una revisión sistemática [Research skills in high school students: A systematic review]. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 18(1), 109–112. https://dialnet.unirioja.es/servlet/articulo?codigo=8877184
  56. Vieno, K., Rogers, K. A., & Campbell, N. (2022). Broadening the definition of ‘research skills’ to enhance students’ competence across undergraduate and master’s programs. Education Sciences, 12(10), Article 642. https://doi.org/10.3390/educsci12100642
  57. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://www.hup.harvard.edu/books/9780674576292
  58. Wieczorek, M., Hosseini, M., & Gordijn, B. (2025). Unpacking the ethics of using AI in primary and secondary education: A systematic literature review. AI and Ethics, 5, 4693-4711. https://doi.org/10.1007/s43681-025-00770-0
  59. Yani, M., Amprasto, & Solihat, R. (2023). Research skills analysis of junior high school students on plant propagation. Jurnal Penelitian Pendidikan IPA, 9(7), 5638-5644. https://doi.org/10.29303/jppipa.v9i7.3006
  60. Zabala, A., & Arnau, L. (2007). 11 ideas clave: Cómo aprender y enseñar competencias [11 key ideas: How to learn and teach skills]. Graó. http://www.xtec.cat/~ilopez15/materials/competenciesbasiques/comoaprenderyensenarcompetencias.pdf
  61. Zimmerman, B. J., & Schunk, D. H. (2001). Reflections on theories of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-32). Routledge. https://doi.org/10.4324/9781410601032