CAPACITY BUILDING FOR TEACHERS IN DEVELOPING COUNTRIES: A SYSTEMATIC REVIEW OF SUSTAINABLE ICT TRAINING FRAMEWORKS WITH A FOCUS ON BANGLADESH

Abstract

This study systematically reviewed sustainable frameworks for Information and Communication Technology (ICT) teacher training in developing countries, with a specific focus on Bangladesh and comparative international contexts. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 133 articles published between 2005 and 2023 were identified, screened, and synthesized. The review aimed to critically examine the core components, implementation challenges, and sustainability strategies of ICT capacity-building initiatives for teachers. Significant findings highlight that pedagogically aligned curriculum design, experiential blended learning methodologies, continuous peer mentoring, and hands-on practice are central to effective and sustainable ICT integration in education. However, persistent infrastructural and connectivity gaps, particularly in rural and low-income areas, pose substantial barriers to program effectiveness. The analysis further emphasizes the importance of institutional leadership, policy alignment, and multi-stakeholder collaboration, involving Ministries of Education, donor agencies, and NGOs, in promoting program sustainability. Sustainability indicators such as ICT usage rates, teaching innovation, and student engagement were found to be critical for evaluating long-term impacts, while longitudinal evaluations and integration into local Education Management Information Systems (EMIS) were identified as underdeveloped yet essential mechanisms for continuous monitoring. The study also uncovered critical gaps in existing literature, including the underrepresentation of rural school contexts and the limited use of teacher-led, participatory model designs. The findings collectively suggest that sustainable ICT teacher capacity building requires a holistic approach that bridges technical skills development, pedagogical integration, institutional support structures, and ongoing evaluation within a context-sensitive framework.