Factors Affecting Teachers’ Implementation of Innovative Pedagogies: A Systematic Literature Review
Abstract
Innovative pedagogy is essential for meeting the demands of modern education, yet its implementation among teachers faces significant challenges. This systematic literature review explores the factors influencing the adoption of innovative teaching practices, providing a comprehensive synthesis of recent studies published between 2021 and 2024. Following a structured methodology based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, 13 peer-reviewed articles were selected from Scopus and Web of Science databases. Key findings reveal that individual factors, such as digital competence, self-efficacy, and intrinsic motivation, play a crucial role in enabling teachers to embrace innovative methods. At the institutional level, leadership support, organizational climate, and access to resources significantly impact teachers’ readiness for change. Systemic factors, including supportive education policies, professional development opportunities, and socioeconomic conditions, further determine the sustainability of pedagogical innovation. Barriers such as technostress, resistance to change, and resource limitations remain prevalent, particularly in under-resourced contexts. This review emphasizes the need for a multifaceted approach that integrates individual, institutional, and systemic strategies to create an environment conducive to innovative teaching. The findings offer actionable insights for policymakers, educators, and researchers to bridge gaps in current practices and support transformative education. Future studies should focus on comparative and longitudinal analyses to deepen understanding and enhance the scalability of innovative pedagogical frameworks.
https://doi.org/10.26803/ijlter.24.3.18
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