Instructional application of BYOD in K-12 in the context of the digital transformation of education: a systematic literature review

BYOD is an instructional approach in which students use personal digital devices to participate in learning activities. Although a growing body of research has examined BYOD, systematic evidence remains limited on how BYOD arrangements relate to students’ opportunities to participate in learning in K-12 education. This study systematically synthesizes 32 articles that met the inclusion criteria and identifies patterns in their reported hardware, software, configuration mechanisms, instructional applications, and evaluations: (1) Among the included studies, the most frequently reported hardware devices were tablets, smartphones, and laptops, with tablets being the most common, followed by smartphones and laptops. Further analysis was conducted from grade level allocation, application type, and configuration method. (2) Regarding instructional applications, BYOD is reported in five major categories of courses: basic science, social science, mathematics, language, and interdisciplinary courses. Inquiry-based learning, collaborative learning, and flipped learning are the most common teaching methods, and related technology applications are mainly at the enhanced level of the SAMR framework. Further analysis was conducted from the perspective of grade level to examine its subject configuration and teaching method applications. (3) Regarding evaluation, this study employs topic coding analysis to further analyze the positive and negative effects of BYOD on learning and potential problems. Finally, the review offers context-specific insights for school policies and teaching practices aimed at supporting equitable participation in BYOD-supported learning and identifies directions for future research.