FROM ACADEMIC SUPPLEMENT TO THERAPEUTIC IMPERATIVE: A SYSTEMATIC CRITICAL REVIEW OF GLOBAL HOSPITAL SCHOOLING PARADIGMS AND TRAJECTORIES (2010–2025)
DOI:
https://doi.org/10.35631/IJMOE.829044Keywords:
Boundary-Spanning Teacher, Digital Hybridity, Educational Continuity, Hospital Pedagogy, Hospital-Based Education, Hospitalized Children, Psychosocial Well-Being, Systematic Literature ReviewAbstract
Hospital education has progressed from a marginal and largely informal provision into an increasingly recognised component of holistic care for hospitalised children. While increased scholarly focus on hospital schooling exists, conceptualization of this research remains fragmented with studies pertaining to isolated factors such as school absence, psychosocial well-being, or reintegration outcomes. It thus deserves an assessment of its relevance to the broader conceptual development of hospital education as an emerging educational field. This study addresses this gap through a systematic literature review of 87 peer-reviewed studies published between 2010 and 2025. Using a temporally stratified thematic analysis, the review examines how the purposes, pedagogical orientations, and technological dimensions of hospital-based education have evolved over time. The synthesis identifies four interconnected phases in the development of the field: (1) foundational recognition and rights-based advocacy (2010–2013); (2) psychosocial reframing toward emotional well-being and normalisation (2014–2017); (3) professionalisation and systemic integration (2018–2021); and (4) digital hybridity and advanced psychopedagogical practice (2022–2025). Across these phases, technology shifts from a supplementary tool to a central pedagogical infrastructure supporting continuity of learning, identity, and social presence. Concurrently, the professional role of hospital teachers expands toward boundary-spanning practice that connects clinical, educational, familial, and digital domains. By providing a temporally grounded synthesis, this review reconceptualises hospital education as a hybrid educational domain situated at the intersection of pedagogy, healthcare, and digital mediation, with implications for research, policy, and practice in disrupted learning environments.
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