Digital Transformation in Student Learning: A Systematic Literature Review on Access, Usage, and the Impact of Information Technology
Keywords:
digital transformation, student learning, information technology, systematic literature review, technology adoption, digital fatigueAbstract
Digital transformation has fundamentally changed the landscape of higher education, especially in how students access, use, and leverage information technology (IT) for learning activities. This study aims to synthesize the latest scientific evidence on students' access to digital infrastructure, patterns of using various platforms and applications, factors influencing IT adoption, and its impact on academic achievement and psychological well-being. The method used is a systematic literature review (SLR) based on the PRISMA 2020 protocol, with searches conducted in the Scopus, Web of Science, SINTA, and Google Scholar databases for the period 2019–2026. Out of 287 articles identified, 40 articles met the inclusion criteria and were analyzed thematically. The results show that access to devices and the internet is still uneven, with 68% of urban students having high-speed internet compared to only 34% in rural areas. IT usage is mostly dominated by Learning Management Systems (94%) and communication apps (89%). The strongest predictors of IT adoption are digital self-efficacy (β=0.74) and subjective norms (β=0.61), while technology anxiety (β=-0.52) is the main barrier. The positive impacts of IT include increased learning independence (74%), time flexibility (89%), and access to global references (82%), but it also triggers digital fatigue (67%) and social isolation (58%). This study concludes that digital transformation offers great opportunities as well as serious challenges that require evidence-based policies and a human-centered approach in its implementation.
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