Evaluating ICT integration models and their effects on learning competencies
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This systematic review evaluates models of Information and Communication Technology (ICT) integration in education and examines their effects on learning competencies. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review searched Scopus for English-language, peer-reviewed journal articles published from 2014 through 2024. The search identified 117 records, which were used to map the broader research landscape through author-keyword co-occurrence analysis in VOSviewer. After screening and eligibility assessment, 19 studies were retained for systematic evidence synthesis. The bibliometric analysis identified prominent connections among higher education, ICT, e-learning, blended learning, technology adoption, assessment, and learning outcomes. The systematic synthesis showed that ICT-supported approaches can strengthen learner engagement, collaboration, digital competence, and, in some contexts, academic performance. However, the evidence was heterogeneous, and many reported outcomes were based on teacher, student, or administrator perceptions rather than direct competency measures. Positive effects were more consistently reported when ICT use was pedagogically aligned and supported by teacher competence, sustained professional development, reliable infrastructure, managerial commitment, and alignment with curricula and assessment. Frameworks such as Technological Pedagogical Content Knowledge, the Technology Acceptance Model, and instructional-design models help explain different aspects of adoption and implementation, but no single framework adequately captures the technological, pedagogical, and institutional conditions involved. The review concludes that effective ICT integration requires coordinated attention to instructional design, teacher readiness, learner needs, infrastructure, and organizational support. Future research should prioritize longitudinal, comparative, and competency-based evaluations across diverse educational settings.
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