A systematic literature review on teaching teachers pedagogy through YouTube video technology

ABSTRACT


INTRODUCTION
Technology has already entered all steps and moves of human lives. The new educational thoughts have arrived because of the advancement in ICT to brighten the direction of teaching and learning processes in the three educational domains. The gateway to surfing and accessing all social media is the Internet. The 24-hours teacher now is the Internet, and it is the top source of vital information for both lecturers and students. Academics nowadays must keep in step with the desires of the modern generation.
Certainly, there is a very significant and rapid inspiration for internet usage and transmission of technology in the industry of education. The lecture classrooms and theaters in higher institutions nowadays are no longer the only sources of gaining, receiving, and obtaining knowledge and materials, rather, world wide web takes abundant place for accessing and gaining information anywhere you are, and whereby, so many documents and many web-based educational resources are kept and easier to access (Jena & Barman, 2018).
There is much evidence that pushes the system to include technology inside the classrooms for tutors and teachers, such as easier storing of educational resources, effective messages, and manageability and comfortability of teaching substances. Numerous countries have embraced new technologies to enhance the overall learning process (Portz et al., 2019).
Technology is an essential component of everyday life expectancy. From the older generation to the date generation, technology is utilized extremely. Among the excellent technology that has been developed is the technology of the Internet which has supplied us with different skills. From the net, social interaction has been established. YouTube video is part of social networking websites. YouTube users can upload videos or subscribe to their viewers. The technology of YouTube video has given wonderful adjustments and changes to the educational sector. It offers teachers several golden opportunities to improve the quality of learning and teaching processes in the classroom (Michael & Shah, 2020) The arrival of YouTube in 2005 has modified the potential of using video as a part of educational resources in teaching and learning processes (Pattier, 2021). YouTube video channel is a free web-based service, which gives chance to share, rate, upload, add, view, comment on videos, report, playlists, and subscribe to other educational arenas that can apply Video YouTube technology, to progress the teaching and learning system. Scholars are of the view that, technology usage enhances academic performance (Bae & Baxter, 2018).

OPEN ACCESS
The use of YouTube videos as instructional material in the academic cycle nowadays has become widespread, especially over the past two decades and it is one of the applications that have supported geographies and features for teaching and learning (Fidan & Debbag, 2018). YouTube technology is very significant in education and teaching-learning process; essentially, it aids the learners' concentration to learn, and it helps and increases students' understanding and mastering many subjects in school (Almurashi, 2016). YouTube resources aid to keep and sustain the concentration and interest of learners in all subjects taught in the school (Ibe & Abamuche, 2019).
Educators are progressively comprehending and accepting new methodologies of teaching, fastened with digitalization. Video YouTube is an important offshoot of digitalization, which is leading the charge as the most versatile avenue for content communications in the classroom and outside the classroom. It does not only provide numerical entertainment but also offers a great setting for learning (Srinivasacharlu, 2020).
YouTube video is one of the strongest apparatuses for individual learning, enjoyable and amusing globally. YouTube uploading and sharing of videos on its sites improve understanding of infirmities and disabled people (Abdul Aziz et al., 2017).
It is undisputable, the advantages of YouTube videos in supporting knowledge. YouTube usage in education is important in order to adapt to the Internet generation. YouTube use in the educational systems has to come to a trend between lecturers and teachers, even in rural vicinity. The technology of YouTube videos would make the learner more active and interactive because it will be simpler to discover a topic and new vocabulary (Nasution, 2019).
The advancements in ICT have modernized and revolutionized the perception of learning-teaching in forms of methodology, context, and strategies of delivery of teaching. The most significant and remarkable instrument used in education in the 21 st century is the technology of YouTube, specifically in language learning (Balbay & Kilis, 2017).
Certainly, insufficient literature reveals the demand for an explanation of the usage of YouTube videos in the college of education. This study was conducted to observe how college students, especially FCE Zaria students are engaged in the use of YouTube videos in their various courses.

Purpose of the Review
The main objective of the review is to graph out the current comprehension of the problem. This systematic review is consolidative and reviewing of the scientific search, which aims to answer the research questions that were formulated by following a systematic and clear process. The research questions were raised through the following procedures of systematic literature review (SLR): Based on the above research questions, the following are the objectives of the study: 1. To give a preliminary summary of the procedure, to pinpoint key ethics that can be applied to prepare, document, and describe report on SLR, current resources, complement standards, and discourse the data gap.
2. To review articles on the impact of ETP on YouTube video technology.
The above phrase was made based on preferred reporting items for systematic reviews and meta-analyses (PRISMA) model and all questions that were raised in the research. Therefore, the review sequence and the writing pattern are elucidated, as follows.

METHODOLOGY
SLR is a category of literature review that gathers and critically examines several studies, research, or articles through a systematic procedure and technique. The main reason for SLR is to offer a thorough summary of the recent and obtainable literature on the recent relevant research question (De La Cruz et al., 2016). However, SLR is a technique of arrangement and unification of result findings that are suitable and accurate standards to resolve a definite problem (Piper, 2013). It is a procedure of developing an obvious question that utilizes rational and logical particular approaches to classifying, picking, and crucially measuring or calculating important investigations, and assembling and examining the data gotten from the findings for the current review. SLR attempts to categorize, evaluate, classify, and generate realistic support that assembles pre-stipulated suitability measures to remedy and resolve a provided research matter.
A meta-evaluation is an arithmetical review of the data obtainable from numerous sources which seek to investigate or give an answer to the identified problem (Piper, 2013). Li et al. (2020) argue that the use of performance SLR to study the consequences of and progresses in a specific subject is common research as on learning.
Consequently, in the current research, a modified PRISMA statement model is applied for the technical procedure to examine, gather, and produce complete related info in the previous research to offer the state of the research. Accordingly, the PRISMA data facilitates the researcher to equip and enhance the coverage of the paper assessment (Khan & Qureshi, 2020) and shape on designated aims of the finding of the research. The example underneath shows the inclusive and inclusion literature at each phase. Figure 1 shows the methodology of our study.

Searching Strategies
A search strategy was created to find relevant articles for this systematic search: teacher pedagogy or YVCE and YouTube video channel in teaching, ICT innovation, and Technology in education. The engine searching area: ScienceDirect or Elsevier, Scopus, Springer Link, and Taylor & Francis online were the five https://www.sciencedirect.com/, https://eric.ed.gov/, https://scielo.org/, https://www.scopus. com/sources/, and https://doaj.org/ databases employed in these search techniques.
Additionally, resources like Google Scholar and Web of Science were employed since we believe they are the best databases for educational multidisciplinary research, because they contain bibliographic papers with full-text publishing patterns across a range of fields.
All searches included journals, reviews, and conferences, exclusively available in English and covered the period from databases opened on 1 January 2012, through 18 October 2022.

Selection Standards
The main objective of the research was to map out the current educational pedagogy and strategies of YVCE and technological innovation literature. The exam was thus, limited to the subject areas, which included around 34,500 papers in education and social sciences, humanities, and arts. The exploration was placed from 2012 through 2022. The analysis did not include any papers written before 2012. The investigation focused on all countries in the world. As a result, a total of 34,390 research articles were cut at this point. At this point, 110 records have been extracted.

Assessment Quality
The focus of the study is recent research papers and conference papers. All duplicates were thoroughly confirmed to maintain the review's integrity. To ensure the quality and importance of the educational content included in the analytic technique, the abstracts of the publications were rigorously verified for evaluation and purification. At a later stage, all of the inquiry pieces were thoroughly evaluated. The next rejection action was to control documents that were solely published in English. 12 of them were in foreign languages, and those have been taken out of the study.
Additionally, 55 papers were refined and eliminated. 21 more articles were also taken out of the study, when duplicate records were filtered. In total, there are 27 papers.

Extraction of Data
The findings are strictly only available in English and have only been presented at conferences, in journal articles, and review papers between 2012 and 2022. During the review, a total of 110 papers were discovered. These publications were investigated to determine the study's goals. The following, among other things, are some of the terms associated with YouTube in teaching/pedagogy, Video in teaching and learning, and other technology interventions, as utilized in the earlier findings: 1. The usage of YouTube video is improving and progressing students' educational and academic competency, through the use of the YouTube application in the subject areas (Agusdianita et al., 2021).

Using YouTube videos increases students' awareness.
Most of the time, the relationships between students and their peers in online learning, help students become more conscious of how they are doing academically (Burgess & Green, 2018;Keryova, 2020).
3. YouTube video technology improves students' competency and fluency.

Using YouTube video technology increases students'
proficiency and knowledge in their fields (Diliyanti et al., 2020).
5. The scientific analysis proves that the learners now have a better comprehension of their courses by watching their courses on YouTube video technology.
The text was then condensed by the writers into a table to guide the review. The writers then rejected the papers that met the requirements; 28 papers were discovered and had an indepth review. Below is a review of the findings and discussion of the results. A summary of the studies that were reviewed is shown in Table 1.

DISCUSSION OF THE RESULTS
Out of the 27 studies examined, seven studied university students, four studied kids in elementary or primary schools, and 17 studied secondary, high, or college students. This evidence demonstrates that there is little study being done at the colleges of education and faculties of education in universities, and educational areas, especially on undergraduate and NCE. In addition, only four out of the 27 researchers, who conducted the research, employed YouTube technology in the real educational domain. To teach and study the usefulness of YouTube technology at all levels of education, the researchers mentioned additional pertinent ICT-related pedagogies, as well as information and communication technology (Habes et al., 2019).
The use of YouTube to improve students' acuity and analytic skills in the discussion of issues in music performance

Australia
Evaluating students' music performances on YouTube C 0 YouTube improves students' performance in music & there are a lot of materials on music on YouTube.
Limited to one aspect & it was not collected data by nature of topic it needs to be empirical paper using mixed method, population should be wider. Other authors from the review employed YouTube technology in English language. The students have been greatly helped by YouTube and other internet resources, to increase their language proficiency, particularly in English language (Diliyanti et al., 2020).
The results show that there are many different ways to use YouTube technology nowadays, including interactive whiteboards (Ayub et al., 2012). Majority of the publications discussing the use of YouTube technology and pedagogy technology, have not fully talked about the usage of YouTube in education or micro-teaching subjects in education. The functions of YouTube technology in the teaching-learning process, instruction, and comprehension, modify how students learn, and promote an increase in student discoveries and understanding (Yong et al., 2019).
Additionally, it gives students access to a wide range of uncommon solution sets, even in Mathematics education, and allows them to experiment and build their awareness and understanding without the teacher's intervention. YouTube technology resolutions, graphics, or pictures help students acquire knowledge and change their mindsets about challenges in a subject that is typically viewed as difficult. Table 2 shows the research on the use of YouTube technology in the teaching-learning process It is crucial to reevaluate how teachers affect students' academics through the use of YouTube technological competence and fluency (Albahiri & Alhaj, 2020). Incorporate pedagogical theories into learning with YouTube video features and designs and investigate digital awareness and students' interaction (Habes et al., 2019). As a result, the development and usage of the YouTube technology platform to ease students' understanding (Ibe & Abamuche, 2019), and feedback from the usage of YouTube technology to boost students' and instructors' confidence, offer encouragement, and motivation and give chance for presenting opportunities for reviewing, planning and implementation of the current curriculum subjects (Asif et al., 2017).
For students, receiving instructions via YouTube video technology would undoubtedly increase their best performance and motivation (Pasha et al., 2021).
On YouTube, Kabooha and Elyas (2018) suggested on YouTube platforms, summative evaluation of pre-service instructors might improve the culture of students' understanding. Moreover, with YouTube video technology, teachers can get tangible materials that can be applied in their teaching for the students to get a good understanding, which is beneficial and gorgeous for teachers, as the platform for facilitating learning (Nofrika, 2019).
The key major determinants of the educational benefits of integrating technology include instructors' roles and motivational beliefs, and the ability of the teacher for manipulating YouTube technology would enhance students' interest in learning (Abdul Aziz et al., 2021). Additionally, teachers must acquire and utilize various current digital tools at their institution to guide students in learning. As a result, the development of YouTube technology has a moderating effect on the teaching-learning process across all courses. Enhancing interactive learning, surveys, inquiries, cooperation, and independent student learning are all examples of effective YouTube technology utilization (Gaudin & Chaliès, 2015).

Limitations
Numerous countries are represented in the nominated investigations. As a result, there are fewer research studies in the field of education and the majority are in the health sector and universities, few were conducted in a particular subject not in education in general, than there are in language subjects. The gap is in the field of education, region, geographical location, country, and colleges (Federal Colleges of Education in Nigeria). No single research has been conducted in Federal Colleges of Education in Nigeria on the usage of YouTube as means of teaching and learning cycles (Abubakar & Balarabe, 2021).
Nevertheless, it is only one study conducted in the college of education in India, and the research is conceptual, not empirical. Several experiments were conducted using one or more frameworks, while other studies used the same circumstances, but different learning philosophies (Lim et al., 2018).

Recommendations
According to the present systematic review, YouTube in the teaching and learning process, usage of YouTube for instructional materials, and YouTube video technology in pedagogy are the main focus of research studies in the fields of education, with an emphasis on colleges, and universities using technological intervention and manipulatives. As a result, it is crucial to pay close attention to other study areas, such as using YouTube as an instrument for teaching Mathematics, fluency/competency in languages and more specifically using YouTube to teach Arabic language and the Holy Qur'an in Tsangaya Islamic School and even Modern Islamic School.

CONCLUSION
The TYTVC was evaluated in this review. The complete scenario in the literature review was demonstrated using a modified PRISMA framework (data extraction, quality assessment, selection criteria, and search strategies), and 39 out of 320 papers met the requirements. Only Englishlanguage publications, reviews, and conference papers from previous studies were allowed for data extraction. Results of the conversation regarding the subject matter and the YouTube video technology in an educational setting revealed a successful conclusion. The reviewed articles' summaries provided evidence to support the conclusions of the methodological assessment. Thus, the review's goals, certain restrictions, and potential next steps were explored. Additionally, majority of writers concentrate on institutions and health centers.
Author contributions: All co-authors have involved in all stages of this study while preparing the final version. They all agree with the results and conclusions.

Funding:
No external funding is received for this article.
Ethics declaration: Authors declared that the ethics committee approval was not applicable to this study since it is a review of existing literature.

Declaration of interest:
The authors declare that they have no competing interests. Almobarraz (2018) Utilization of YouTube as an information resource to support university courses It conducted in Saudi Arabia shows how students can use YouTube to ease some concepts that are difficult to understand, & there is a necessity to analyze Saudi Arabian instructors' results on students' understanding through YouTube usage.
Bardakci (2019) Exploring high school students' educational use of YouTube There is a need to incorporate real pedagogical rudiments into new innovational design in teaching.
DeWitt et al. (2013) The potential of YouTube for teaching and learning in the performing arts Students should independently make research on YouTube based learning on what they have learned in class. Fleck et al. (2014) YouTube in the classroom: Helpful tips and student perceptions It focuses on YouTube usage in classroom, & students' perception. It is nice indeed. Gaudin and Chaliès (2015) Video viewing in teacher education and professional development: A literature review Use of YouTube videos to train students is currently attempting to become standard practice in educational institutions, especially in education of teachers. Gormley and McDermott (2010) How social bookmarking can help the 21 st century teacher It was strictly on YouTube bookmarking & did not look at student's roles & other features of YouTube technology. Jaffar (2012) YouTube: An emerging tool in anatomy education Anatomy education encouragement. Klobas et al. (2018) Compulsive YouTube usage: A comparison of use motivation and personality effects YouTube plays a vital role in students' personalities & motivational ego to achieve academic purpose.
Riswandi (2016) Use of YouTube-based videos to improve students' speaking skills An excellent presentation on YouTube video technology used to improve students' speaking skills has been done on paper.