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<p>The growing use of educational testbeds underscores their value as spaces for testing and developing innovations in education. However, the concept remains inconsistently defined, with varied purposes and implementations. This study addresses this ambiguity through a scoping review of 30 scholarly papers from EBSCO, Scopus, and Web of Science, selected based on defined search criteria. The analysis explores different perspectives on educational innovation and synthesizes a model of the innovation testing cycle informed by EdTech practices. The findings reveal a wide diversity in testbed design, leading to the identification of 14 key categories grouped into four analytical levels. These levels reflect the foundational characteristics of testbeds, their organizational and technical infrastructures, their functional roles in supporting development and collaboration, and their intended orientation toward specific user groups such as educators, researchers, or market actors. Given the variability across testbed implementations, the study proposes a structured model to clarify essential elements and relationships within testbed systems. This model aims to support clearer conceptualization and more consistent application of testbeds in educational research and practice.</p>

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Testbeds as Environments for Testing and Developing EdTech Innovations: Scoping Literature Review

  • 期刊论文

  • 发表日期：

    2026年4月25日

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  • Yaroslav Opanasenko,
  • Margus Pedaste,
  • Michael Forsman,
  • Emanuele Bardone

摘要

The growing use of educational testbeds underscores their value as spaces for testing and developing innovations in education. However, the concept remains inconsistently defined, with varied purposes and implementations. This study addresses this ambiguity through a scoping review of 30 scholarly papers from EBSCO, Scopus, and Web of Science, selected based on defined search criteria. The analysis explores different perspectives on educational innovation and synthesizes a model of the innovation testing cycle informed by EdTech practices. The findings reveal a wide diversity in testbed design, leading to the identification of 14 key categories grouped into four analytical levels. These levels reflect the foundational characteristics of testbeds, their organizational and technical infrastructures, their functional roles in supporting development and collaboration, and their intended orientation toward specific user groups such as educators, researchers, or market actors. Given the variability across testbed implementations, the study proposes a structured model to clarify essential elements and relationships within testbed systems. This model aims to support clearer conceptualization and more consistent application of testbeds in educational research and practice.