As digital technologies become integral to higher education, understanding how they support student engagement is increasingly important. This article presents a critical review of 50 empirical studies published between 2018 and 2025, examining how specific technology tools foster student engagement. The analysis revealed a persistence of conceptual ambiguity and inconsistency of the definitions of student engagement. Most studies focus on behavioural engagement, with cognitive, social, collaborative and emotional aspects receiving less attention. Technological and agentic engagement are rarely discussed. Additionally, the majority of studies lack a clear theoretical foundation, reflecting a persistent emphasis on technological application rather than theoretical advancement. The review argues for a more theoretically grounded and humanised approach to technology-enhanced learning that prioritises pedagogical care and a strategic use of technology tools.
Olga Rotar (Mon,) studied this question.
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