Digital Transformation in Learning: A Systematic Review of Digital Technology Utilization to Enhance Student-Centered Learning Effectiveness

Abstract

Digital transformation in education has catalyzed a paradigm shift from traditional teacher-centered pedagogies toward student-centered learning, emphasizing active knowledge construction, critical thinking, and learner autonomy. This article conducts a systematic literature review (SLR) following PRISMA guidelines to examine how digital technologies enhance the effectiveness of student-centered learning in higher education. From an initial pool of over 1,000 articles sourced from Scopus-indexed international journals (2019–2025), 20 high-quality studies were selected for thematic synthesis. Key findings indicate that technologies such as Learning Management Systems (LMS), blended learning, mobile applications, artificial intelligence (AI)-driven adaptive systems, and learning analytics significantly boost multidimensional student engagement—behavioral (e.g., participation), cognitive (e.g., deep processing), and affective (e.g., motivation)—while fostering collaboration, personalization, and improved learning outcomes. For instance, AI-enabled analytics provide real-time adaptive feedback, enhancing self-regulation by 25-40% in blended environments. However, persistent challenges persist, including the digital divide exacerbating access inequities in vulnerable populations, educators' limited digital pedagogy competencies beyond technical skills, infrastructural gaps, and ethical concerns like algorithmic bias and data privacy. The review concludes that successful digital transformation demands holistic integration: robust pedagogical redesign, continuous professional development aligned with UNESCO ICT-CFT frameworks, inclusive policies addressing structural barriers, and institutional governance ensuring ethical AI deployment. These insights offer actionable recommendations for policymakers and educators to realize equitable, sustainable digital learning ecosystems.