A Systematic Review on the Integration of Reciprocal Teaching in Smart Classrooms

Document Type

Review

Publication Date

3-1-2026

Abstract

This study systematically reviews the integration of Reciprocal Teaching (RT) across diverse educational settings worldwide, focusing on how technology tools, interactive learning environments, and digital instructional strategies enhance student engagement, comprehension, and critical thinking. The aim is to identify key trends, challenges, and best practices in implementing RT within technology-enhanced environments.A systematic review approach was applied in line with PRISMA 2020 guidelines. A comprehensive search across CNKI, Web of Science, Scopus, Google Scholar, and ERIC identified 150 potentially relevant studies, of which 24 met the inclusion criteria. Studies were analyzed according to RT’s four core components, which is predicting, questioning, clarifying, and summarizing, synthesizing through both qualitative thematic analysis and limited quantitative evaluation of learning outcomes. The review shows that digitally supported RT strategies significantly improve student comprehension and engagement by providing adaptive scaffolding, fostering collaborative learning, and strengthening critical thinking. Effective practices include the use of AI-based questioning systems, flipped-classroom applications, and multimodal digital tools. However, challenges persist, such as unequal technological access, varying teacher readiness, and issues of sustainability and digital equity across different educational contexts.This study contributes new theoretical insights into the intersection of Reciprocal Teaching and technology-enhanced pedagogy. By synthesizing evidence from 24 studies across international contexts, it highlights how RT adapts to digital platforms and smart learning environments, while also revealing persistent barriers to scale-up. The findings offer valuable implications for instructional design, professional development, and policymaking, and lay a foundation for the future development of AI- and technology-supported RT frameworks in global education.

Publication Title

Journal of Educational and Social Research

ISSN

2239978X

DOI

10.36941/jesr-2026-0310

Volume

16

Issue

2

First Page

545

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