ICT APPLIED IN EDUCATION: A SYSTEMATIC REVIEW OF LITERATURE FROM THE LAST 5 YEARS

Abstract

The objective of this systematic review is to determine the potential and challenges of using Information and Communication Technologies (ICT) in learning over the past five years.The theoretical development focuses on the idea that ICTs are a very important aid in changing the way we teach. Several authors also emphasize their positive effect on individual learning, the development of thinking skills, group work, and student motivation.The PRISMA method was used to ensure rigor in the identification, selection, classification, and combination of studies. The information search was conducted in the databases Scopus, SciELO, Redalyc, Dialnet ERIH plus, and Latindex, as well as in the institutional repository of César Vallejo University, covering the period from 2021 to 2025.The results show that ICTs contribute to dynamic learning, student motivation, and the transformation of teaching methods. However, there are still problems regarding teacher competencies and the correct use of technology. Uneven integration is also evident in poor or indigenous areas; therefore, the development of fair and lasting policies is necessary to make their use more effective.This study offers new evidence on the changing role of ICTs in education, showing the importance of planning for teacher training, improving technological equipment, and creating better laws that support fair access to technology. The results can inform decisions about teaching and school management so that ICTs are used more effectively at all levels of education.This systematic review provides a clear synthesis of recent research on the use of ICTs in education, bringing together theoretical and experience-based perspectives from different situations. Its importance lies in updating what has been found after the pandemic, as well as identifying real problems that hinder the appropriate and relevant use of ICTs.