Adaptation and Innovation: The Impact of Learning Models on Effective Integration of Emerging Technologies

Jamiu Temitope Sulaimon (Faculty of Education, Universityof Ilorin, Ilorin, Nigeria)
Moses Adeleke Adeoye (Department of Educational Management and Counselling, Faculty of Education, Al-Hikmah University, Ilorin, Nigeria)

Indonesian Journal Of Educational Research and Review
Vol. 9 No. 1 (2026): April

Educational institutions still face difficulties integrating emerging technologies meaningfully because digital tools are often adopted without adaptive learning models that guide pedagogical use. This study aims to examine how learning models support the effective integration of emerging technologies in educational settings. A systematic literature review was employed by synthesizing scholarly articles, books, book chapters, and empirical studies related to learning models, digital learning environments, adaptive pedagogy, and technology integration. The findings show that technology integration becomes more effective when supported by student-centred, collaborative, inclusive, and assessment-oriented learning models. Behaviourist and cognitivist models support structured practice and cognitive scaffolding, while constructivist, connectivist, blended, flipped, inquiry-based, project-based, and gamified learning models provide broader opportunities for engagement, autonomy, collaboration, and critical thinking. The review also identifies major barriers, including teacher readiness, digital inequality, infrastructure limitations, resistance to change, cognitive overload, and assessment misalignment. This study concludes that emerging technologies should be integrated through coherent pedagogical models rather than used as isolated instructional tools.