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August 16, 2026Mentoring & Tutoring Partnership in Learning

Tutoring practices and learning experiences in shadow education: a systematic review

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Authors

JJJasmine JosephDADavid Abraham

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Overview

Systematic review reveals pedagogical hybridization combining teacher- and learner-centered methods in shadow education, highlighting evolving private tutoring dynamics.

Key Points

  • Synthesize empirical research from 2010 to 2023 on tutoring practices and student learning experiences within private shadow education.
  • Conducted a systematic review following the PRISMA framework across Sage Journals, Taylor & Francis Online, JSTOR, and Scopus.
  • Identified and synthesized 37 eligible empirical studies using thematic analysis.
  • Identified pedagogical hybridization combining conventional teacher-centered techniques with learner-centered, personalized instruction and technology use.
  • Characterized student learning experiences by individual attention, conducive learning environments, and supportive affective relationships with tutors.
  • Identified significant research gaps, notably a geographic concentration in East and South Asia and a scarcity of quantitative data.

Cite This Study

Joseph et al. (2026) studied this question.

synapsesocial.com/papers/6a817a21f2fb91fc834adc14https://doi.org/10.1080/13611267.2026.2718763
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