A Systematic Review on the Integration of Reciprocal Teaching in Smart Classrooms

This study systematically reviews the integration of Reciprocal Teaching (RT) across diverse educationalsettings worldwide, focusing on how technology tools, interactive learning environments, and digitalinstructional strategies enhance student engagement, comprehension, and critical thinking. The aim isto identify key trends, challenges, and best practices in implementing RT within technology-enhancedenvironments.A systematic review approach was applied in line with PRISMA 2020 guidelines. Acomprehensive search across CNKI, Web of Science, Scopus, Google Scholar, and ERIC identified 150potentially relevant studies, of which 24 met the inclusion criteria. Studies were analyzed according toRT’s four core components, which is predicting, questioning, clarifying, and summarizing, synthesizingthrough both qualitative thematic analysis and limited quantitative evaluation of learning outcomes.The review shows that digitally supported RT strategies significantly improve student comprehension andengagement by providing adaptive scaffolding, fostering collaborative learning, and strengthening criticalthinking. Effective practices include the use of AI-based questioning systems, flipped-classroomapplications, and multimodal digital tools. However, challenges persist, such as unequal technologicalaccess, varying teacher readiness, and issues of sustainability and digital equity across differenteducational contexts.This study contributes new theoretical insights into the intersection of ReciprocalTeaching and technology-enhanced pedagogy. By synthesizing evidence from 24 studies acrossinternational contexts, it highlights how RT adapts to digital platforms and smart learning environments,while also revealing persistent barriers to scale-up. The findings offer valuable implications forinstructional design, professional development, and policymaking, and lay a foundation for the futuredevelopment of AI- and technology-supported RT frameworks in global education. Received: 05 November 2025 / Accepted: 27 February 2026 / Published: March 2026