Exploring Digital Transformation in Early Childhood Education: A Systematic Literature Review
Abstract
This study aims to provide a comprehensive systematic literature review (SLR) of the characteristics, challenges, and pedagogical effectiveness of digital transformation in Early Childhood Education (ECE). The review followed the PRISMA protocol and searched the Scopus database, resulting in 23 articles that met the inclusion criteria from an initial pool of 145 records published between 2016 and 2026. The findings indicate a substantial increase in ECE digital transformation research in 2024, with a primary focus on children aged 4–6 years, a predominance of mixed-methods approaches, and the application of diverse theoretical frameworks, including social constructivism, Bronfenbrenner’s ecological systems theory, TPACK, constructionism, and Universal Design for Learning. Key challenges include limited teacher knowledge and confidence, disconnected contexts between home and ECE settings, and insufficient policy guidance. Supporting factors include continuous professional development, active parental involvement, and visionary leadership. Effective pedagogical approaches include hands-on learning, learning-by-teaching, problem-based learning, structured storytelling, and play-based learning. This SLR contributes to the literature by synthesizing empirical evidence and mapping the key factors that shape digital transformation in ECE. The findings highlight the need for a holistic and context-sensitive approach and suggest practical implications for ECE policy and practice, including strengthening teachers’ digital competencies, developing clear technology implementation guidelines, and fostering school–family partnerships to support inclusive and sustainable digital transformation
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