Table 7 Teachers’ overall attitudes towards emergency remote teaching (ERT) and its concomitant technology use as implied in the articles reviewed (categorised based on World Bank (2020)’s country classification by income)

Studies focussing on high-income countries/regions (11)

 Marshalsey and Sclater (2020)

Australia

x

 Hadar et al. (2021)

Israel

x

 Alqabbani et al. (2020)

Saudi Arabia

x

 Alsadoon and Turkestani (2020)

Saudi Arabia

x

 Bailey and Lee (2020)

South Korea

x

 Sales et al. (2020)

Spain

x

 Mideros (2020)

Trinidad and Tobago

x

 Eringfeld (2021)

United Kingdom

x

 Kidd and Murray (2020)

United Kingdom

x

 Watermeyer et al. (2021)

United Kingdom

x

 Cutri et al. (2020)

United States

x

Studies focussing on upper-middle-income countries/regions (10)

 Gao and Zhang (2020)

China (Mainland)

x

 Lu (2020)

China (Mainland)

x

 Ren (2020)

China (Mainland)

x

 Tang et al. (2020)

China (Mainland)

x

 Zeng (2020)

China (Mainland)

x

 Diningrat et al. (2020)

Indonesia

x

 Mouchantaf (2020)

Lebanon

x

 Khoza and Mpungose (2020)

South Africa

x

 Tanga et al. (2020)

South Africa

x

 Akyürek (2020)

Turkey

x

Studies focussing on lower-middle-income countries/regions (8)

 Ghounane (2020)

Algeria

x

 Khan et al. (2020)

Bangladesh

x

 Sobaih et al. (2020)

Egypt

x

 Dampson et al. (2020)

Ghana

x

 Gyampoh et al. (2020)

Ghana

x

 Joshi et al. (2020)

India

x

 Said et al. (2021)

Pakistan

x

 Callo and Yazon (2020)

Philippines

x

Studies focussing on multiple countries/regions (3)

 Scherer et al. (2021)

58 countries globally

x

 Tartavulea et al., 2020

13 European countries

x

 Tejedor et al. (2020)

Spain, Italy, and Ecuador

x

Total

5

7

11

8

1

Percentage of total

16%

22%

34%

25%

3%