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Technology-Based Learning Mentoring to Enhance Elementary

Students’ Motivation in Disadvantaged Areas

Didi Sudrajat

, Bahmid Hasbullah

, Wilhelmina Unmehopa

Iwan Aprianto

, Muh. Safar

Universitas Kutai Kartanegara

2,3

Universitas Pattimura

Universitas Islam Batang Hari

Universitas Muhammadiyah Bone

e-mail:

didisudrajat@unikarta.ac.id,

bahmidhasbullah01@gmail.com,

wilhelminaunmehopa96@gmail.com,

iwanapriantoa@gmail.com,

safarmuhammad785@gmail.com

Abstract

This article examines how technology-based learning mentoring can enhance the motivation of

elementary school students living in disadvantaged regions (daerah tertinggal) in Indonesia.

Grounded in Self-Determination Theory, the study conceptualizes motivation as a function of

autonomy, competence, and relatedness, and explores how technology-mediated support can

address these needs under conditions of infrastructural scarcity and digital divide. Qualitative,

literature-based meta-synthesis was employed, drawing on empirical studies of digital learning

media, interactive applications, and augmented reality, as well as policy documents on ICT

integration in 3T (tertinggal, terpencil, terdepan) schools. Findings indicate that technology-

based mentoring, when embedded in relational guidance from teachers and community

members, can significantly increase students’ engagement, enjoyment, and persistence in

learning, while simultaneously improving conceptual understanding and learning outcomes.

Technology functions not only as a delivery medium but as a scaffold for autonomy-supportive,

competence-enhancing, and relatedness-building practices. However, limited infrastructure,

uneven teacher digital competence, and sustainability challenges may constrain

implementation. The article proposes a model of technology-based learning mentoring tailored

to 3T contexts and offers practical recommendations for schools, local governments, and

teacher-education institutions seeking to leverage digital tools to foster student motivation in

disadvantaged elementary settings.

Keywords: Technology, learning, motivation

Introduction

Indonesia’s commitment to equitable basic education has highlighted the

persistent gap between urban and disadvantaged regions, particularly areas classified

as 3T (tertinggal, terpencil, terdepan), where schools frequently lack electricity,

internet access, and adequate learning resources. In such contexts, elementary students

often encounter limited exposure to engaging learning experiences, which can

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undermine their motivation and long-term educational trajectories. Technology-based

learning mentoring—defined here as structured pedagogical assistance mediated by

digital tools and platforms—offers a potential pathway to bridge motivational and

resource gaps for children in these regions (Zhao & Zhang, 2022).

Over the past decade, Indonesian policies have promoted the utilization of

information and communication technology (ICT) to improve learning quality,

including the development of “PSB di Daerah 3T”, or ICT-based learning resource

centers in remote and disadvantaged schools. These initiatives aim to provide curated

digital content, training for teachers, and infrastructure support that enable students

to access interactive materials otherwise unavailable in their local environment.

However, policy frameworks alone do not guarantee motivational gains; the quality

of pedagogical mentoring and the alignment of technology use with students’

psychological needs are crucial (Nurmaxamatovna, 2025).

Internationally, Self-Determination Theory (SDT) has become one of the most

influential frameworks for understanding student motivation, emphasizing that

learners thrive when their basic psychological needs for autonomy, competence, and

relatedness are supported. SDT research shows that autonomy-supportive teaching,

opportunities for mastery, and caring teacher–student relationships are strongly

associated with self-determined motivation, engagement, and persistence across

educational levels and cultural contexts. In disadvantaged settings, where external

constraints are substantial, these needs may be particularly vulnerable, making SDT-

based design of technology-assisted mentoring highly relevant (Wijaya et al., 2025).

Empirical studies in Indonesian elementary schools have demonstrated that

digital learning media—such as interactive applications, educational games, and

learning videos—can increase students’ enthusiasm, active participation, and positive

affect toward learning activities. For example, qualitative observations of video-based

religious education in a rural elementary school showed increased interest and

participation when digital media were integrated into lessons, indicating a more

engaging and inspiring learning environment. Similarly, interactive games and

presentation applications have been found to raise students’ focus and enjoyment,

helping to counteract monotonous learning routines (Kartika et al., 2023).

Recent investigations of digital-based learning media in Indonesian elementary

science and social studies have further documented gains in both motivation and

learning outcomes. Case studies report that the use of interactive applications and

videos leads to higher levels of student involvement, positive responses during

lessons, and improved understanding and application of concepts. Systematic

literature reviews synthesizing such work conclude that technology-based learning

media consistently improve academic achievement, conceptual understanding,

interest, and engagement among elementary students, despite recurring challenges

related to infrastructure and teacher skills (Syahri et al., 2026).

Augmented reality (AR) has emerged as another promising technology for

elementary classrooms, enabling students to visualize abstract concepts in more

concrete and interactive ways. A developmental study of AR-based educational media

in Indonesian elementary schools found substantial improvements in students’

motivation, emotional engagement, and academic performance, with pre-test averages

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of 68% and motivation scores of 6.2/10 increasing to post-test averages of 86% and

motivation scores of 8.0/10. Teachers reported that AR helped transform traditional

lessons into immersive experiences, making learning more interesting and reducing

difficulties in grasping complex material (Yanti et al., 2018).

Despite these encouraging findings, the specific problem of technology-based

learning mentoring in disadvantaged elementary schools has received relatively

limited conceptual attention. Much of the existing work focuses on isolated media

innovations or classroom interventions, without sufficiently analyzing how sustained

mentoring relationships and structured guidance interact with technology to foster

motivation under conditions of scarcity. Disadvantaged regions face distinctive

constraints, including unreliable power supply, limited devices, and scarce funding,

which require context-sensitive models of mentoring that do not merely transplant

urban practices but adapt to local realities (Andi Siti Nurfadhilah, 2025).

From a motivational standpoint, technology can either enhance or undermine

student engagement depending on how it is embedded in pedagogical practices. SDT

research warns that external controls and purely reward-driven uses of technology

may suppress intrinsic motivation, even when digital tools appear attractive on the

surface. For example, if digital platforms are used primarily to enforce compliance or

administer frequent evaluations, students may experience controlled forms of

motivation that are associated with lower well-being and weaker academic outcomes.

Conversely, when technologies are integrated into autonomy-supportive,

competence-building, and relationship-enhancing mentoring strategies, they can serve

as powerful catalysts for deep learning and sustained motivation (Ryan & Deci, 2020).

In disadvantaged elementary contexts, technology-based mentoring must

therefore attend not only to technical issues but also to the socio-emotional and

cultural dimensions of learning. Teachers and community mentors may need to

negotiate students’ diverse backgrounds, limited exposure to digital tools, and varying

language competencies while designing activities that respect local values and daily

realities. Initiatives that rely exclusively on imported content or generic applications

risk misalignment with children’s experiences, potentially diminishing the

motivational benefits of technology and leading to superficial engagement (Piazuelo-

Rodríguez & Rivero-gracia, 2025).

This article addresses these gaps by conducting a qualitative, literature-based

comprehensive analysis of technology-based learning mentoring aimed at enhancing

the motivation of elementary students in disadvantaged Indonesian regions. Drawing

on SDT and empirical studies of digital media in elementary education, it synthesizes

thematic insights on how mentoring practices, technology choices, and contextual

factors interact to support or hinder student motivation. The article also proposes a

conceptual model of technology-based mentoring tailored to 3T contexts and

articulates practical implications for policy, teacher professional development, and

school–community partnerships (Mailizar et al., 2025).

The central research question guiding this analysis is: How can technology-based

learning mentoring be designed and implemented to enhance the motivation of

elementary school students in disadvantaged Indonesian regions, considering the

constraints and opportunities specific to 3T contexts?

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Method

This article employs a qualitative, literature-based meta-synthesis design to

develop a comprehensive understanding of technology-based learning mentoring for

enhancing elementary students’ motivation in disadvantaged areas. Instead of

reporting new field data, it systematically analyzes and integrates findings from

existing empirical studies, developmental projects, and policy documents relevant to

technology use in Indonesian elementary education, with a particular focus on

disadvantaged and 3T contexts (Creswell, 2021).

Research Design

The study adopts an interpretive qualitative approach, drawing on principles of

meta-synthesis and thematic analysis to organize diverse qualitative and mixed-

method findings into coherent themes. Meta-synthesis is appropriate when multiple

small-scale studies exist on a phenomenon but have not yet been integrated into a

conceptual framework, allowing the researcher to reinterpret and extend primary

findings. In this case, the phenomenon of interest is technology-based learning

mentoring aimed at enhancing motivation among elementary students in

disadvantaged Indonesian regions.

Data Sources and Sampling

Data sources consisted of peer-reviewed journal articles, conference papers, and

policy documents accessible through major indexing services and national repositories

focusing on Indonesian education and technology. Specific inclusion criteria were: (1)

studies conducted in Indonesian elementary schools; (2) use of technology-based

learning media (e.g., videos, interactive applications, educational games, AR, ICT

platforms); (3) examination of student motivation, engagement, or related learning

outcomes; and (4) relevance to disadvantaged or resource-constrained contexts,

including explicit references to 3T or rural schools.

Representative studies meeting these criteria included qualitative observations

of video-based learning in a rural elementary school, descriptive analyses of

interactive media use to enhance motivation, case studies of digital-based learning

media innovation in science and social science subjects, developmental research on

AR-based educational media, systematic literature reviews of technology-based

learning media, and policy-oriented discussions of ICT utilization models in 3T

regions. Additional conceptual and empirical literature on SDT and student

motivation was incorporated to provide theoretical grounding and interpretive lenses.

Data Collection Procedures

Data collection involved identifying relevant studies and documents using

keyword combinations such as “technology-based learning media,” “student

motivation,” “elementary school,” “Indonesia,” and “3T regions.” Searches were

conducted in major educational databases, open-access repositories, and institutional

websites. After screening titles and abstracts against inclusion criteria, full-text

documents were obtained where available. Key sections—such as study context,

intervention characteristics, reported outcomes related to motivation, and

methodological details—were extracted into analytic memos.

For SDT-related literature, seminal theoretical and meta-analytic works were

retrieved to clarify concepts of autonomy, competence, relatedness, and the motivation

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continuum, as well as to understand how these constructs have been operationalized

in educational contexts. These texts provided a conceptual scaffold for coding and

interpreting findings from the Indonesian technology-based learning studies.

Data Analysis

Data analysis followed an iterative thematic approach. First, descriptive coding

was applied to each study to capture basic information about technology type,

pedagogical practices, context (urban vs. rural; disadvantaged vs. resource-rich), and

reported motivational or learning outcomes. Second, analytic coding focused on how

technology use related to SDT needs: codes such as “autonomy support,” “competence

building,” “relatedness enhancement,” “controlled motivation,” and “amotivation

risks” were used to categorize passages describing student experiences and teacher

practices.

Third, cross-study comparisons were conducted to identify recurring patterns

and contextual variations. For instance, studies in rural or resource-constrained

settings were compared to those in more advantaged schools to see whether similar

motivational benefits occurred and what adaptations were required. Themes emerging

from this process were grouped into higher-order categories representing key

dimensions of technology-based learning mentoring in disadvantaged elementary

contexts, such as “technology-mediated autonomy scaffolding,” “competence-focused

digital practice,” “relationship-centered mentoring through technology,” and

“infrastructure and capacity constraints.”

Throughout analysis, attention was paid to maintaining fidelity to primary

authors’ interpretations while also re-contextualizing their findings in light of SDT and

the specific focus on disadvantaged regions. The meta-synthesis thus generated a

conceptual model rather than statistical generalizations, consistent with the qualitative

orientation of the study. To enhance trustworthiness, several strategies were

employed. Triangulation was achieved by drawing on multiple types of sources—

empirical case studies, developmental projects, systematic reviews, and policy

documents—representing different perspectives on technology use in elementary

education. Theoretical triangulation was provided by combining SDT with context-

specific understandings of Indonesian educational policy and 3T initiatives.

Analytic rigor was supported by explicit documentation of coding categories and

analytic decisions, ensuring that the move from descriptive codes to thematic

interpretations could be traced. Reflexivity was maintained by recognizing that the

present analysis does not involve direct fieldwork and is therefore limited by the scope

and quality of available published studies. Rather than claiming exhaustive coverage,

the article positions its findings as a grounded yet provisional model to be tested and

refined in future empirical research.

Result & Discussion

Technology-Mediated Autonomy Scaffolding

Across multiple studies, technology-based interventions were associated with

increased opportunities for students to exercise choice and agency in learning

activities. Interactive applications and games allowed learners to select tasks, control

pacing, and explore content according to their interests, fostering a sense of ownership

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over the learning process. Teachers reported that students were more willing to

participate and persist in activities when they could navigate digital materials

independently or with minimal guidance, rather than being constrained by rigid,

teacher-centered instruction.

Video-based and AR-based media also supported autonomy by enabling

students to revisit explanations, pause and replay segments, and experiment with

virtual objects, thereby tailoring learning experiences to their preferences and needs.

In rural elementary settings, simple design decisions—such as allowing students to

choose which educational videos to watch first or which AR scenarios to engage

with—appeared to strengthen feelings of agency and curiosity. These findings align

with SDT’s emphasis on autonomy support as a key predictor of self-determined

motivation, suggesting that technology-based mentoring in disadvantaged contexts

should intentionally incorporate choice, flexible pathways, and student-led

exploration within structured guidance.

Competence Enhancement through Interactive Practice

A second prominent theme concerned the role of technology in building

students’ competence by providing interactive, visually rich, and feedback-oriented

practice opportunities. Studies of digital media in elementary science and social

studies reported that interactive applications and learning videos helped students

understand and apply concepts more effectively, leading to improved learning

outcomes and increased confidence.

Educational games and interactive presentations were often designed to include

immediate feedback, challenges calibrated to students’ levels, and opportunities for

repeated practice, all of which contribute to competence satisfaction in SDT terms.

Augmented reality interventions similarly allowed students to manipulate virtual

representations of abstract concepts, making difficult material more accessible and

promoting mastery experiences.

Empirical evidence from AR-based media showed notable gains in academic

performance and self-reported motivation, indicating that technologically mediated

competence support can translate into both cognitive and motivational benefits even

in resource-constrained settings. Systematic reviews concluded that visual and

interactive presentation of content through digital tools improves conceptual

understanding and learning outcomes, supporting the idea that competence-oriented

technology design is central to effective mentoring.

Relationship-Centered Mentoring via Digital Media

Despite the focus on technology, many studies highlighted the importance of

relational mentoring in achieving motivational gains. Teachers who used digital media

not merely as content delivery mechanisms but as tools for interaction, dialogue, and

collaborative learning were more likely to report increased student motivation and

engagement. For example, interactive classroom activities using digital games or

presentations often involved group work, peer discussion, and teacher-guided

reflection, creating a sense of community and shared purpose. In video-based lessons,

teachers’ presence—through explanation, encouragement, and follow-up

questioning—remained critical for maintaining students’ attention and linking digital

content to students’ everyday experiences.

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SDT literature underscores that relatedness support—feeling connected,

respected, and cared for—is a foundational condition for self-determined motivation.

The analyzed studies suggest that technology-based mentoring in disadvantaged

elementary contexts must prioritize relational dimensions by using digital tools as

platforms for interaction, collaboration, and emotional connection, rather than

isolating students behind screens.

Contextual Constraints and Adaptive Strategies

The results also reveal substantial contextual constraints that shape technology-

based mentoring in disadvantaged regions. Schools in 3T or rural areas frequently face

limited access to electricity, internet connectivity, and devices, as well as insufficient

teacher training in digital pedagogy. Policy documents describing the “PSB di Daerah

3T” model acknowledge that selected schools often begin with minimal infrastructure

and must gradually build capacity through targeted support and community

involvement.

Systematic reviews report that successful implementations of technology-based

media in such contexts often rely on low-bandwidth or offline-compatible tools,

creatively repurposed devices, and simple platforms like WhatsApp groups for

communication. Teachers may need to schedule technology use around electricity

availability, share devices among students, or use projector-based solutions rather

than individual screens.

Adaptive strategies include prioritizing essential content, integrating technology

into existing cultural practices, and leveraging community resources such as local

leaders, parents, or NGOs to support infrastructure and mentoring. These adaptations

indicate that effective technology-based mentoring in disadvantaged elementary

schools requires context-sensitive planning and cannot be reduced to the mere

introduction of hardware or software.

Emergent Model of Technology-Based Mentoring in 3T Contexts

Synthesizing the above themes, an emergent conceptual model of technology-

based learning mentoring in disadvantaged elementary schools can be articulated. The

model positions technology as a mediator of SDT-aligned mentoring practices within

a context of infrastructural constraints and community dynamics. Its core components

are summarized in Table 1.

Table 1. Key Themes in Technology-Based Learning Mentoring for Motivation in

Disadvantaged Elementary Contexts.

Theme

Description

Illustrative Sources

Technology-

mediated

autonomy

scaffolding

Use of interactive applications,

games, videos, and AR to

provide choices, flexible

pathways, and student-led

exploration, enhancing

ownership of learning.

Studies on interactive media

and digital-based learning

showing increased student

enthusiasm and agency.

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Theme

Description

Illustrative Sources

Competence

enhancement

through

interactive

practice

Design of digital tasks with

immediate feedback, optimal

challenge, and repeated

practice, improving conceptual

understanding, performance,

and confidence.

Empirical work on digital

media, AR, and SLR findings

documenting gains in

learning outcomes and self-

reported competence.

Relationship-

centered

mentoring via

digital media

Integration of technology into

collaborative activities,

teacher–student dialogue, and

community-oriented projects,

strengthening relatedness and

emotional engagement.

Qualitative studies

emphasizing interactive

classroom climate and

teacher-guided digital

activities.

Contextual

constraints and

adaptive

strategies

Recognition of infrastructural

limits and development of low-

cost, context-sensitive solutions

(offline tools, shared devices,

community support) to sustain

technology use.

Policy and review

documents on ICT in 3T

regions and disadvantaged

schools.garuda.

SDT-informed

mentoring design

Explicit alignment of

technology-based practices

with autonomy, competence,

and relatedness needs to

promote self-determined

motivation rather than

controlled forms.

SDT theoretical and meta-

analytic literature applied to

digital learning

contexts.journals.

This table consolidates the major findings of the meta-synthesis, presenting

technology-based learning mentoring as a multi-dimensional practice that

simultaneously addresses autonomy, competence, and relatedness within the

constraints of disadvantaged settings. To further illustrate the conceptual distribution

of themes across schools in disadvantaged contexts, an illustrative grouped bar chart

has been prepared summarizing how frequently each theme might appear in

qualitative coding across multiple schools. Although the chart is not based on newly

collected field data, it visually represents the relative prominence of autonomy,

competence, relatedness, infrastructural constraints, teacher digital pedagogy, and

community involvement as reported in the literature.

The visual emphasizes that themes related to competence building and

autonomy support tend to feature prominently in reports of digital interventions,

while infrastructural constraints and teacher capacity issues remain substantial,

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indicating the need for holistic mentoring designs that integrate technological,

pedagogical, and community dimensions.

Discussion

The results of this qualitative meta-synthesis highlight that technology-based

learning mentoring has significant potential to enhance elementary students’

motivation in disadvantaged Indonesian regions, provided that digital tools are

embedded in SDT-informed, context-sensitive pedagogical practices. Several key

implications emerge when the themes are interpreted through the lens of SDT and the

realities of 3T contexts.

Technology as a Vehicle for Need Support, Not an End in Itself

First, the findings reaffirm that technology itself does not guarantee motivational

benefits; rather, its impact depends on the extent to which mentoring practices support

autonomy, competence, and relatedness. Interactive applications, games, videos, and

AR can create rich environments for exploration and practice, but if they are used in

controlling ways—such as strict drill-and-practice or high-stakes evaluation—

students may experience external regulation rather than self-determined motivation

(Violy, 2025).

The reviewed studies demonstrate that digital media are most effective when

they are accompanied by autonomy-supportive mentoring, including giving students

meaningful choices, inviting their input, and allowing flexible engagement with

content. When teachers use technology to scaffold competence through clear structure,

graduated challenges, and constructive feedback, students are more likely to feel

capable and motivated to persist. When digital activities incorporate collaboration,

discussion, and emotional support, relatedness is strengthened, fostering a sense of

belonging and shared purpose.

Thus, technology-based mentoring in disadvantaged elementary schools should

be conceptualized as a vehicle for SDT need support, rather than an end in itself. The

mentoring relationship—teacher–student, peer-to-peer, and community

involvement—remains central, with technology playing a supporting role (Wahyuni,

2023).

Contextualizing SDT in Disadvantaged and 3T Settings

Second, the application of SDT in disadvantaged Indonesian contexts must

account for structural constraints and socio-cultural dynamics. Students in 3T regions

often face limited exposure to formal schooling, linguistic diversity, and economic

pressures that shape their motivational orientations. Teachers may work in multigrade

classrooms, have limited access to professional development, and encounter

challenges in maintaining consistent technology use (Omonjonovna, 2025).

In such contexts, autonomy support may need to be negotiated with community

norms and expectations, balancing student choice with collective values and practical

considerations. Competence support should be sensitive to students’ initial skill levels

and language backgrounds, avoiding overly complex technologies that could

exacerbate feelings of incompetence. Relatedness support may involve engaging

parents, local leaders, and community mentors in technology-based activities,

ensuring that digital experiences resonate with students’ everyday lives.

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SDT’s emphasis on universal psychological needs does not imply uniform

strategies; rather, it suggests that autonomy, competence, and relatedness must be

supported in ways that reflect local realities. Technology-based mentoring in

disadvantaged elementary schools should therefore draw on culturally responsive

pedagogy and community partnerships to contextualize SDT principles (Delvia Eka

Syafitri & Ulfa Aulia Harahap, 2026).

Balancing Innovation and Sustainability

Third, the literature underscores tension between innovation and sustainability

in technology-based interventions. Developmental projects, such as AR-based media

or complex interactive applications, can produce impressive short-term gains in

motivation and learning, but sustaining these practices in disadvantaged schools is

challenging when infrastructure, funding, and technical support are limited.

Sustainable mentoring models may need to emphasize low-cost, robust

technologies that function offline or with minimal bandwidth, combined with

capacity-building for teachers and systematic integration into school routines. For

example, simple video lessons, interactive PowerPoint, and educational games

designed for shared devices may be more scalable than highly specialized AR systems,

even if their immediate impact appears less dramatic (Win & Jeffrey Dawala Wilang,

2025).

Policy initiatives such as “PSB di Daerah 3T” provide a framework for

developing resource centers and supporting selected schools, but long-term

sustainability requires alignment between national strategies, local governance, and

school-level planning. Technology-based mentoring programs should therefore

incorporate phased implementation plans, resource-sharing mechanisms, and

ongoing mentoring for teachers, rather than relying on one-off training or hardware

donations.

Implications for Teacher Education and Professional Development

Fourth, teacher education and professional development emerge as critical levers

for effective technology-based mentoring. Many studies note that teachers’ digital

competence and pedagogical creativity strongly influence the motivational impact of

technology use. Teachers who are comfortable with digital tools and understand SDT

principles are more likely to design autonomy-supportive, competence-enhancing,

and relationship-centered activities (Zainal Widyanto et al., 2025).

Teacher education programs in Indonesia could integrate modules on SDT-

informed technology integration, emphasizing how digital media can be used to

support psychological needs rather than simply deliver content. Professional

development initiatives for teachers in disadvantaged and 3T regions should provide

hands-on experiences with low-cost tools, collaborative lesson planning, and reflective

practice focused on student motivation. Peer mentoring networks, online communities

of practice, and partnerships with universities or NGOs could further support teachers

in experimenting with and refining technology-based mentoring strategies (Ghimire

& Mokhtari, 2025).

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Toward a Practice-Oriented Model

Finally, the emergent model presented in Table 1 suggests several practical

guidelines for designing technology-based learning mentoring programs in

disadvantaged elementary schools:

Begin with a diagnostic assessment of infrastructural conditions, teacher capacity, and

community resources, and choose technologies that fit these realities rather than

defaulting to more complex tools (Kovalets, 2022). Design digital activities that

explicitly support autonomy (through choice and flexible pathways), competence

(through structured, feedback-rich practice), and relatedness (through collaborative

and culturally responsive tasks).

Integrate technology into ongoing mentoring relationships, ensuring that

teachers and community mentors remain visible, accessible, and emotionally

supportive during digital activities (Musahri et al., 2026). Plan for sustainability by

developing school-level routines, maintenance strategies, and capacity-building

pathways that do not rely solely on external projects or temporary funding. By

following these guidelines, schools and policymakers can move beyond technology-

as-innovation narratives toward technology-as-mentoring models that more directly

address the motivational needs of elementary students in disadvantaged Indonesian

regions.

Conclusion

This qualitative meta-synthesis has examined how technology-based learning

mentoring can enhance the motivation of elementary school students in

disadvantaged regions of Indonesia, synthesizing findings from empirical studies,

developmental projects, systematic reviews, and policy documents within a Self-

Determination Theory framework. The analysis indicates that when digital media are

integrated into autonomy-supportive, competence-building, and relationship-

centered mentoring practices, they can significantly increase students’ engagement,

enjoyment, and persistence, while improving conceptual understanding and learning

outcomes, even under conditions of infrastructural scarcity.

At the same time, the study highlights that disadvantaged and 3T contexts pose

substantial constraints related to infrastructure, teacher capacity, and sustainability,

necessitating adaptive strategies and context-sensitive designs for technology-based

mentoring. The emergent conceptual model emphasizes that technology should be

treated as a mediator of SDT-aligned mentoring rather than a standalone solution, and

that successful interventions depend on the quality of teacher–student relationships,

cultural responsiveness, and long-term support systems. Future research could build

on this meta-synthesis by conducting in-depth case studies of technology-based

mentoring programs in specific 3T schools, using participatory methods to co-design

and evaluate interventions with local stakeholders. Such work would help refine and

validate the proposed model, providing more granular guidance for educators,

policymakers, and communities seeking to harness technology to foster motivated,

resilient learners in Indonesia’s most disadvantaged elementary settings.

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