The role of big data analytics in improving teacher training in developing countries: A literature Review

Abstract The use of big data analytics is becoming increasingly prevalent in various fields, including education. This systematic literature review examines the role of big data analytics in improving teacher training in developing countries. The review synthesizes and analyzes the findings from 11 selected studies published between 2015 and 2023. The studies were identified through a comprehensive search of electronic databases, and they were analyzed using a thematic analysis approach. The findings of this review suggest that big data analytics has the potential to improve teacher training in developing countries. The studies reviewed provide evidence of the potential of big data analytics to improve teacher training, and highlight the various ways in which big data analytics can be applied in the field of education. The key findings of the studies suggest that big data analytics can be used to identify areas where teachers need additional support and training, evaluate the effectiveness of different training and teaching strategies, provide insights into student learning and performance, and inform evidence-based policies and decisions related to education. However, there are limitations to be considered, and further research is needed to fully understand the impact of big data analytics on education outcomes. The studies included in this review were conducted in different countries with different education systems, so the findings may not be generalizable to other contexts. Furthermore, most of the studies used a quasi-experimental design, which may be susceptible to bias and confounding factors. Additionally, the studies focused on specific interventions and strategies related to teacher training, so the broader impact of big data analytics on education outcomes is unclear.