Authors : Debarati Nath; Dr. Rathin Biswas

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/3rjjve6x

Scribd : https://tinyurl.com/nhan3tm2

DOI : https://doi.org/10.38124/ijisrt/26apr639

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This critical discourse attempts to evaluate, how technology-integrated instruction influences psychological needs. Specifically, it emphasizes the satisfaction quotients of elementary learners’ sense of belonging. Global research carried on till date, illustrates the purposeful use of digital tools in educational settings. Grounded in a qualitative analytical framework, this study investigates the dual nature of technology-enhanced instruction in shaping young learners’ sense of belonging. It highlights both the potential benefits and inherent paradoxes that emerge in contemporary educational contexts. Indeed, above-mentioned methodology can enhance engagement, inclusivity and relational connectedness. These benefits are mostly dependent on socio-emotional and contextual factors. However, the accessibility and affordability of digital tools have become major barriers to their implementation in low-resource countries. Integrating collaborative perspectives, this study contends a balanced approach for learners’ needs and satisfaction through user friendly-technology and instruction applied by trained educators. Hence, it can be concluded that only a responsive and emotionally safe learning environment can support learners’ development through technological innovations. The contextual dynamics of this study are significant from a global viewpoint.

Keywords : Psychological Need Satisfaction, Global Elementary Education, Sense of Belonging, Technology-Integrated Instruction, Self Determination Theory.

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