ORCID

Abstract

The effect of technology has caused many institutions to intend to change their approach to teaching and learning, resulting in the current model of teaching and learning being an active collaborative and self-directed one. The connection between education and technology has received attention as part of educational policy and practice. Debatable topics like how to use technology in the classroom have therefore punctuated complaints about declining educational standards, unemployed learners, duplicate curricula, and archaic institutional structure. In the framework of information and communication technologies and societal growth, the Internet of Things (IoT) is asserting its vital position. Institutions may improve learning outcomes with the use of the Internet of Things by offering enhanced learning experiences, increasing operational effectiveness, and collecting real-time, actionable insight into student performance. The current state of the Internet of Educational Things (IoET) is examined from several educational perspectives in this article; a few of them are highlighted, and both of their established and potential educational benefits are discussed. Additionally, it provides in-depth discussions on current issues and problems for the IoET from a variety of approaches. The investigation performs a bibliometric analysis with VOSviewer to focus on peer-reviewed research articles published in well-known publications databases over the past eight (8) years. The findings of this study should also act as a strong incentive for universities and colleges around the world to use IoT-based teaching and learning technology for improved academic achievement.

Keywords

challenges, education, emerging technology, Internet of Things, modern trends

Publication Date

2023-01-01

Publication Title

Sustainability (Switzerland)

Volume

15

Issue

21

Deposit Date

2026-03-12

Funding

The authors extend their appreciation to the Deputyship for Research and Innovation, Ministry of Education in Saudi Arabia for funding this research work through the project number ISP23-75.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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