This article presents a systematic review of peer-reviewed literature published between 2000 and 2025 concerning the integration of emerging technologies into curriculum design and delivery in rural universities. The review, guided by the Diffusion of Innovation Theory, examines how artificial intelligence, virtual reality, and digital learning platforms, including mobile and learning management systems, in rural higher education contexts relate to social justice and the development of twenty-first-century skills. Database searches were conducted in Scopus, Web of Science, ERIC, EBSCOhost, ScienceDirect, and Google Scholar using predefined keywords, with studies screened and synthesised according to PRISMA guidelines. Seventy-four studies met the inclusion criteria. Findings are organised into five themes: technological access and infrastructure; pedagogical innovation and curriculum relevance; leadership and professional development; adoption dynamics and institutional readiness; and social justice and inclusivity. The review demonstrates that emerging technologies can enhance learner engagement, academic performance, and the development of digital literacy, problem-solving, creativity, and collaboration. However, this potential is not realised without reliable infrastructure and sustained professional development. Evidence from the COVID-19 period suggests that technology alone does not bridge the digital divide unless supported by careful learning design and comprehensive support for staff and students. The article concludes with implications for policy and practice in rural universities aiming to leverage emerging technologies as a pathway to social justice and meaningful participation in the digital economy.
Ajani et al. (Fri,) studied this question.