Educational Technology in a Post-Pandemic World: Global Trends, East Asian Perspectives, and Persistent Divides (2020–2026)
Author (s)
Chernor Amadu Jalloh, Koroma Abu Bakarr, Alimamy Gbla, Gabriel Jusu, & Sullay Kargbo
Abstract
The COVID-19 pandemic accelerated the institutionalisation of online and hybrid education. At the same time, the subsequent diffusion of generative artificial intelligence (GenAI), learning analytics, and smart learning environments introduced new pedagogical, governance, and equity challenges. This systematic literature review synthesises 30 peer-reviewed studies published between 2020 and the review search cut-off in 2026, with particular attention to East Asian evidence in a global comparative perspective. Guided by PRISMA 2020, the review examines four mutually conditioning dimensions of post-pandemic educational technology: technological affordances, pedagogical integration, institutional capacity, and equitable participation. The synthesis shows that technology adoption and infrastructure expansion alone do not establish educational value. Meaningful outcomes depend on whether institutions translate technological capability into pedagogically appropriate course design, assessment, feedback, learner support, responsible data practices, and accessible conditions for participation. East Asian studies demonstrate rapid development in GenAI adoption, smart classrooms, learning analytics, and institutional digitalisation, but also reveal persistent rural–urban, literacy, participation, and outcome inequalities. Across contexts, the evidence further indicates that AI governance is not merely an administrative issue: policies governing transparency, privacy, accountability, academic integrity, and staff development can shape whether AI-mediated education mitigates or reproduces existing digital divides. The review advances an alignment framework in which durable and equitable educational value emerges when technological affordances are matched by pedagogical integration, institutional capacity, equitable participation, and responsible AI governance. It concludes by proposing testable propositions and a future research agenda focused on longitudinal outcomes, learner agency, privacy, institutional readiness, and comparative equity.
Key words: Educational technology, post-pandemic education, Generative artificial intelligence, AI governance, Digital divide, East Asia, Systematic literature review.
| Title: | Educational Technology in a Post-Pandemic World: Global Trends, East Asian Perspectives, and Persistent Divides (2020–2026) |
|---|---|
| Author: | Chernor Amadu Jalloh, Koroma Abu Bakarr, Alimamy Gbla, Gabriel Jusu, & Sullay Kargbo |
| Journal Name: | Journal of Scientific Reports |
| Website: | http://ijsab.com/jsr |
| ISSN: | ISSN: 2708-7085 (Online), ISSN: 3079-9317 (Print) |
| Publisher | IJSAB International |
| DOI: | https://doi.org/10.58970/JSR.1247 |
| Media: | Online |
| Volume: | 15 |
| Issue: | 1 |
| Acceptance Date: | 10/10/2026 |
| Date of Publication: | 14/10/2026 |
| PDF URL: | http://ijsab.com/wp-content/uploads/1247.pdf |
| Free download: | Available |
| Page: | 192-212 |
| First Page: | 192 |
| Last Page: | 212 |
| Paper Type: | Review paper |
| Current Status: | Published |
Cite This Article:
Jalloh, C. A., Bakarr, K. A., Gbla, A., Jusu, G., & Kargbo, S. (2026). Educational Technology in a Post-Pandemic World: Global Trends, East Asian Perspectives, and Persistent Divides (2020–2026), Journal of Scientific Reports, 15(1), 192-212.
About Author (s)
Chernor Amadu Jalloh (Corresponding Author), School of Public Administration (SPA), University of Electronic Science and Technology of China (UESTC), Chengdu 611731, China; Mass Communications Department, Fourah Bay College (FBC), University of Sierra Leone, Sierra Leone. ORCID: https://orcid.org/0009-0002-2140-1447
Koroma Abu Bakarr, Department of Business Administration, School of Economics and Management (SEM), University of Electronic Science and Technology of China, Chengdu 611731, China; Centre for West African Studies (CWAS), University of Electronic Science and Technology of China (UESTC); Chengdu 611731, China; Department of Energy, Politecnico di Milano, Milan, Italy; Accounting and Finance Department, Faculty of Business and Entrepreneurship, Ernest Bai Koroma University of Science and Technology (EBKUST), Sierra Leone. ORCID: https://orcid.org/0009-0005-3613-104X
Alimamy Gbla, School of Public Administration (SPA), University of Electronic Science and Technology of China (UESTC), Chengdu 611731, China. ORCID: https://orcid.org/0009-0003-8892-0855
Gabriel Jusu, School of Automation Engineering (SAE), University of Electronic Science and Technology of China (UESTC), Chengdu 611731, China; Department of Mathematics and Integrated Sciences/ Teacher Education, School of Education, Njala University, Sierra Leone; Department of Environmental Sciences, Eastern Technical University, Sierra Leone. ORCID: https://orcid.org/0009-0001-1775-0284
Sullay Kargbo, School of Public Administration (SPA), University of Electronic Science and Technology of China (UESTC), Chengdu 611731, China; Department of Accounting, University of Makeni (UNIMAK), Sierra Leone. ORCID: https://orcid.org/0009-0004-7685-6718
DOI: https://doi.org/10.58970/JSR.1247
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