Abstract:

This systematic review explores and synthesizes Technology-Enhanced Learning (TEL) practices in cell biology education. Within this attempt, it illuminates how TEL platforms support TPACK development of cell biology in pre-service teachers. The review compiles data from twenty-two peer-reviewed articles, which report quantitative and qualitative analyses in referred journal publications, covering the period 2013-2024. The selection of studies is limited to those that explored the use of TEL in digital learning environments, engaging tools, and assessment strategies, with data collected within the Life Sciences education tertiary context. The reviewing process subjected the selected articles to thematic analysis to identify common patterns in the Life Sciences TEL practices in cell biology education in pre-service teachers. The findings reveal that while TEL frameworks can significantly boost student engagement and comprehension, there are notable barriers, such as technological accessibility and a lack of professional development for both pre-service teachers and lecturers. The implications of this review underscore the necessity of embedding TEL strategies within teacher education curricula to equip pre-service teachers with the requisite technological, pedagogical, and content knowledge (TPACK) for teaching complex biological concepts. This study advocates for a reconceptualization of teacher training programs that integrate TEL as a core component, ensuring that lecturers are prepared to leverage technology effectively in cell biology education.

Keywords:

Technology-enhanced learning (TEL), pre-service teachers, science education, cell biology, interactive digital environments, constructivist learning, multimodal representations, teacher education, TPACK.