Learning in the context of the digitization of Higher Education

Aprendizaje en el contexto de la digitalización de la Educación Superior

Abstract

University learning is undergoing substantial transformations in the context of the digitalization of higher education, driven by the accelerated incorporation of digital resources, virtual environments, and artificial intelligence. The objective of this article is to analyze, through a systematic review, how the didactic integration of digital resources impacts university learning and the development of comprehensive professional competencies—both hard and soft—within the framework of the Digital Revolution. The hypothesis was that educational digitization generates positive impacts on learning when intentionally integrated with pedagogical models, institutional quality policies, and formative assessment processes. The study employed a quantitative approach with an explanatory scope, based on a systematic review of scientific literature indexed in Scopus, following the PRISMA 2020 guidelines. Seventy-eight articles published between 2021 and 2024, from the United States, Europe, and Latin America, were analyzed. The results show that the didactic integration of digital resources significantly strengthens deep learning, autonomy, self-regulation, and the development of professional competencies, provided there is coherence between the institutional educational model, the instructional design, and the quality assurance mechanisms. It is concluded that digitization, more than a technological process, constitutes a pedagogical and institutional challenge that requires regulatory frameworks, systematic evaluation, and continuous improvement to guarantee relevant and high-quality higher education. 

KEYWORDS: university learning; educational digitization; Higher Education; professional skills; systematic review.