This qualitative systematic review explores the role of Information and Communication Technology (ICT) in fostering 21st-century skills, critical thinking, creativity, collaboration, communication, digital literacy, problem-solving, and responsible citizenship among adolescents, with a primary focus on the Indian educational context. Drawing on thematic analysis of 68 scholarly articles, policy documents, and international reports published between 2005 and 2024, the study synthesises global evidence while foregrounding India’s unique socio-economic, infrastructural, and cultural realities. Findings confirm that ICT acts as a powerful catalyst for higher-order cognitive development, multimodal communication, collaborative learning, creative expression, and self-regulated behaviour when integrated through constructivist and inquiry-based pedagogies. Platforms such as DIKSHA, SWAYAM, virtual labs, and EdTech applications demonstrate significant potential to enhance adolescent motivation, cognitive flexibility, and real-world skill application. However, persistent challenges, including infrastructural deficits, the rural-urban and socio-economic digital divides, inadequate teacher TPACK, gendered restrictions, linguistic barriers, and weak digital citizenship education, severely limit transformative outcomes, particularly in government and rural schools. The study concludes that realising ICT’s full potential requires universal connectivity, equity-focused infrastructure, pedagogy-centred teacher development, curriculum-wide integration, inclusive design, and robust digital citizenship education. Strategic, inclusive, and ethically guided ICT integration is essential for equipping India’s 253 million adolescents with the competencies needed for personal growth, democratic participation, and global competitiveness in the 21st-century knowledge society.
Sarkar et al. (2026) studied this question.