This systematic review and meta-analysis aimed to evaluate the impact of iPad-based learning in preschool education from 2010 to 2020 and its contribution to promoting sustainable quality education in line with Sustainable Development Goal 4 (SDG 4). Preschool education is the period during which children develop foundational skills and knowledge in language, literacy, numeracy and cognitive development. Digital technologies are now ubiquitous, and in the current educational climate, iPads represent an approach with features that promote a range of experiences to assist in the learning of young children. Following the PRISMA guidelines for review, 36 studies were eligible, including 18 studies that used quantitative data sufficient for meta-analysis. The analysis revealed a positive impact of preschool interventions using the iPad and moderate support for cognitive and creative domains. However, considerable variability across studies indicated that the effectiveness of iPad-based learning was strongly influenced by the quality of pedagogical design and the specific features of the applications used. Overall, iPad use shows meaningful potential for supporting preschool learning when integrated intentionally within evidence-based instructional practices. Several areas were identified for future research on the long-term impact of iPads on preschool children’s learning, highlighting the characteristics of appropriate applications and strategies to facilitate and encourage optimum potential for learning engagement and outcomes. These findings support the United Nations Sustainable Development Goals, such as SDG 4, which focuses on inclusive and quality education in preschool education, and SDG 10, on reducing educational inequalities via the effective utilization of digital learning materials.
Al-Zu’bi et al. (Wed,) studied this question.