<![CDATA[The rapid digitalization of education has intensified expectations for meaningful technology integration, yet the relationship between Web 2.0 adoption and pedagogical transformation remains theoretically underdeveloped. This study advances a theory-building integrative synthesis to reconceptualize Web 2.0 integration in primary education beyond instrumental use. Drawing on a systematic search of peer-reviewed studies (2019–2024; n = 38), the analysis integrates the Technological Pedagogical Content Knowledge (TPACK) framework, socially mediated self-efficacy, and structural perspectives to explain conditions of transformation. The findings reveal a persistent diffusion–transformation gap, in which technological adoption often enhances instructional efficiency without restructuring epistemological practices. To address this limitation, the study proposes the Pedagogical Maturity Continuum, a developmental framework explaining how teachers progress from technological familiarity to epistemological reconfiguration. The model demonstrates that transformation emerges only through the convergence of TPACK alignment, ecosystem-supported self-efficacy, and institutional coherence. This study contributes a theoretically grounded framework that reframes technology integration as a conditional and developmental process, offering a foundation for future empirical validation and policy design.]]>
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