Abstract

This thematic synthesis reviews 21 empirical studies on how interactive flat panels support primary English language learning, with particular reference to Indonesia’s 2025 digital education rollout. Studies were identified through systematic database searches using keywords related to interactive displays, primary English, and educational technology, then screened against predefined inclusion criteria. The review is guided by three questions: how teachers use interactive flat panels in primary English classrooms and with what outcomes; how teacher knowledge, beliefs, and confidence shape effectiveness; and what contextual and policy conditions support sustainable technology integration. Five themes emerge: pedagogical design choices, language learning outcomes, classroom engagement, teacher knowledge and confidence, and implementation conditions. Across the studies, interactive flat panels are associated with gains in vocabulary, grammar, writing, and motivation when teachers design interactive, well-structured activities rather than relying on static display. Evidence also suggests that the mere provision of equipment does not enhance learning; impact is dependent on teachers’ ability to use technology with well-developed English content knowledge and effective pedagogy, supported by good infrastructure and supportive school cultures. For Indonesian schools, this result suggests that massive deployment initiatives should be complemented with sustained TPACK-focused professional development, classroom-based implementation support and technical maintenance. Only then can it realistically advance deep learning aspirations within Merdeka Belajar.
Keywords: interactive flat panels, primary English language teaching, educational technology, teacher professional development, Indonesia, TPACK, digital literacy

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