Barriers to Implementing Innovative Pedagogy: A Systematic Review of Challenges and Strategic Solutions

Nurul Eeffah Awang, Mohd Isa Hamzah, Hafizhah Zulkifli

Abstract


Innovative pedagogy has emerged as a cornerstone of modern education, aiming to foster critical thinking, creativity, and problem-solving among learners. However, its implementation remains hindered by numerous challenges, including teacher preparedness, technological limitations, curriculum misalignment, and socio-cultural resistance. This systematic literature review examined 17 peer-reviewed articles published from 2022 to 2024, retrieved from SCOPUS and Web of Science, to identify and synthesize the barriers to adopting innovative pedagogical practices. Employing a structured methodology based on PRISMA guidelines, this review categorized the challenges into eight key areas: student-related, teacher-related, curricular, technological, infrastructural, school leadership, policy-related, and socio-cultural barriers. These interconnected challenges underscore the need for comprehensive interventions, such as targeted professional development programs, strategic investments in infrastructure, culturally responsive strategies, and flexible policies. Future research should focus on longitudinal teacher training studies, AI-driven adaptive learning pilots, and competency-based policy evaluations. A collaborative approach among educators, policymakers, and technology developers is crucial for fostering equitable and sustainable pedagogical transformation.

https://doi.org/10.26803/ijlter.24.3.32


Keywords


Barriers; challenges; innovative pedagogy; innovative teaching; strategic; systematic review

Full Text:

PDF

References


Achruh, R. M., Rusdi, M., & Idris, R. (2024). Challenges and opportunities of artificial intelligence adoption in Islamic education in Indonesian higher education institutions. International Journal of Learning, Teaching and Educational Research, 23(11), 423–443. https://doi.org/10.26803/ijlter.23.11.22

Alansari, M., & Li, M. (2024). Secondary teachers’ working experiences in innovative learning environments: Enablers and influences. New Zealand Journal of Educational Studies, 59(1), 303–319. https://doi.org/10.1007/s40841-023-00306-2

Almakky, H. G. (2024). Integrating translation and web-based learning into higher education: Challenges, self-esteem, and the quest for academic excellence among Arabic-speaking students. International Journal of Learning, Teaching and Educational Research, 23(6), 640–661. https://doi.org/10.26803/ijlter.23.6.30

Basri, H., Nurhayuni, Hasri, S., & Sohiron. (2024). Modern education management: Challenges, strategies towards a future of continuing education. Munaddhomah, 5(3), 260–269. https://doi.org/10.31538/munaddhomah.v5i3.875

Bhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports, 14(1), Article 75379. https://doi.org/10.1038/s41598-024-75379-0

Devika, S. V., Siddapuram, A., Kaur, R., & Bollampally, A. (2024). From lecture-based learning to problem-based learning: A review on navigating the transformation in engineering education. Journal of Engineering Education Transformations, 38(Special Issue 1), 179–183. https://dx.doi.org/10.16920/jeet/2024/v38is1/24229

Elladora, S. T., Gaylan, E. G., Taneo, J. K. B., Callanga, C. H., Becbec, J., Bercero, G. I. M. R., Piloton-Narca, M., & Picardal, M. T. (2024). Challenges in teaching biotechnology in the Philippine STE program. International Journal of Learning, Teaching and Educational Research, 23(3), 367–389. https://doi.org/10.26803/ijlter.23.3.18

Garba, S. A., & Abdulhamid, L. (2024). Students’ instructional delivery approach preference for sustainable learning amidst the emergence of hybrid teaching post-pandemic. Sustainability, 16(17), Article 7754. https://doi.org/10.3390/su16177754

Georgia, V., Stylos, K., & Kotsis, K. T. (2024). AI for enhancing physics education: Practical tools and lesson plans. International Journal of Science, Mathematics and Technology Learning, 31(2), 159–176. http://dx.doi.org/10.18848/2327-7971/CGP/v31i02/159-176

Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–217. https://doi.org/10.1002/jrsm.1378

Haddaway, N. R., Collins, A. M., Coughlin, D., & Kirk, S. (2015). The role of Google Scholar in evidence reviews and its applicability to grey literature searching. PLOS ONE, 10(9), e0138237. https://doi.org/10.1371/journal.pone.0138237

Hamadneh, B., Fikry, A., Talaat, M., Abbas, A., Ghanem, R., Abdulghani, S.R., Aly, M., Elkilani, A., Mabrouk, S. H., & Aloqlah, R. (2025). Exploring university students’ perceptions and engagement in game-based learning. International Journal of Evaluation and Research in Education, 14(1), 525–534. https://doi.org/10.11591/ijere.v14i1.30494

Hamonic, E., Hopma, A., Gaultier, B., & Moalic, D. (2023). Teaching digital manufacturing: Experimenting blended-learning models by combining MOOC and on-site workshops in FabLabs. Cornell University. https://doi.org/10.48550/arXiv.2303.04019

Han?, J., Borovský, D., & Han?ová, M. (2023). Blended learning: A data-literate science teacher is a better teacher. Journal of Physics: Conference Series, 2715(1), 012012. https://doi.org/10.1088/1742-6596/2715/1/012012

Herrera, L. J. P., & Chugai, O. (2024). A mixed-methods analysis of EFL teachers’ attitudes toward socio-emotional learning and well-being. Advanced Education, 2024(25), 56–78. https://doi.org/10.20535/2410-8286.309139

Iqbal, M. Z., Mangina, E., & Campbell, A. G. (2022). Current challenges and future research directions in augmented reality for education. Multimodal Technologies and Interaction, 6(9), Article 75. https://doi.org/10.3390/mti6090075.

Kaldaras, L., & Wieman, C. (2023). Introducing an instructional model for teaching blended math-science sensemaking in undergraduate STEM courses using computer simulations. Journal of Science Education and Technology, 32(5), 765–780. https://doi.org/10.1103/PhysRevPhysEducRes.19.020136

Khodamoradi, A. (2024). Investigating barriers to implementation of a CLT-based curriculum innovation in Iranian secondary education. System, 126, Article 103473. https://doi.org/10.1016/j.system.2024.103473

Lan, D. H., & Oanh, V. T. K. (2024). Exploring the factors influencing lecturers’ reluctance to integrate tailored digital gamification. Psychological Science and Education, 29(6), 67–80. https://doi.org/10.17759/pse.2024290605

Llorent-Vaquero, M., De Pablos-Pons, J., & Velez, I. (2024). Digital learning and public policy in schools: A transformative paradigm for a changing world. Policy Futures in Education, 22(4), 574–592. https://doi.org/10.1177/14782103231180675

Lomba-Portela, L., Domínguez-Lloria, S., & Pino-Juste, M. R. (2022). Resistances to educational change: Teachers’ perceptions. Education Sciences, 12(5), 359. https://doi.org/10.3390/educsci12050359

Mashishi, T. C., & Ramaila, S. (2024). Preservice teachers’ perceptions, attitudes, and challenges of using Scratch as a coding tool to foster active learning in life sciences classrooms. International Journal of Learning, Teaching and Educational Research, 23(9), 472–497. https://doi.org/10.26803/ijlter.23.9.24

Mulenga, R., & Shilongo, H. (2025). Hybrid and blended learning models: Innovations, challenges, and future directions in education. Acta Pedagogia Asiana, 4(1), 1–13. https://doi.org/10.53623/apga.v4i1.495

Muniandy, T., & Abdullah, N. (2023). A comprehensive review: An innovative pedagogy for future education. International Journal of Online Pedagogy and Course Design. https://doi.org/10.4018/IJOPCD.315816

Noor, A. N. F. M., Ismail, W. O. A. S. W., Mahmud, W. M. W., Halim, N. A., & Sobri, S. A. (2024). Teachers’ competency in utilizing Google Classroom as an LMS in vocational education. Pakistan Journal of Life and Social Sciences, 22(2), 7264–7280. https://doi.org/10.57239/PJLSS-2024-22.2.00548

Qassrawi, R. M., ElMashharawi, A., Itmeizeh, M., & Tamimi, M. H. M. (2024). AI-powered applications for improving EFL students’ speaking proficiency in higher education. Forum for Linguistic Studies, 6(5), 535–549. https://doi.org/10.30564/fls.v6i5.6966

Ramulumo, M., Badura, K. A., & Iroha, G. (2024). Innovative pedagogy: Revealing secondary physical science teachers’ perspectives on the opportunities and challenges of the flipped classroom model during times of crisis. Africa Education Review, 1–15. https://doi.org/10.1080/18146627.2024.2403677

Sad?ç, T., & Bavl?, B. (2024). Innovative teaching practices during the emergency remote teaching process: A phenomenological inquiry. Journal of Research in Innovative Teaching and Learning, 17(3), 420–432. https://doi.org/10.1108/JRIT-04-2023-0037

Sierra-Correa, P. C., & Cantera-Kintz, J. R. (2015). Ecosystem-based adaptation for improving coastal planning for sea-level rise: A systematic review for mangrove coasts. Marine Policy, 51, 385–393. https://doi.org/10.1016/j.marpol.2014.09.013

Smith, C. R., Menon, D., Wierzbicki, A., & Dauer, J. M. (2023). Exploring STEM teaching assistants’ self-efficacy and its relation to approaches to teaching. CBE—Life Sciences Education, 22(1), ar6. https://doi.org/10.1187/cbe.22-06-0115

Tahir, L., Rosli, M. S., Musta’mal, A. H., & Abdul Rahman, A. R. (2024). Nurturing teachers’ creativity: Exploring leadership roles and constraints. Thinking Skills and Creativity, 54, 101662. https://doi.org/10.1016/j.tsc.2024.101662

UNESCO. (2021). Recommendation on the ethics of artificial intelligence. United Nations Educational, Scientific and Cultural Organization. https://www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence

Valdés Sánchez, V., & Gutiérrez-Esteban, P. (2023). Challenges and enablers in the advancement of educational innovation: The forces at work in the transformation of education. Teaching and Teacher Education, 135, Article 104359. https://doi.org/10.1016/j.tate.2023.104359

Valle, L. (2024). Reimagining mathematics education: Identifying training needs and challenges among public elementary school teachers post-pandemic. International Journal of Education and Practice, 12(3), 527–539. https://doi.org/10.18488/61.v12i3.3723

Wu, X. V., Chan, Y. S., Tan, K. H. S., & Wang, W. (2018). A systematic review of online learning programs for nurse preceptors. Nurse Education Today, 60, 11–22. https://doi.org/10.1016/j.nedt.2017.09.010


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493