Purpose The purpose of this review study is to examine how students’ competency-based education is affected by technology-based collaborative learning. The study intends to determine how technology integration in collaborative learning environments affects students’ development of competencies necessary for success in academics and beyond through a thorough evaluation of the body of existing literature. Design/methodology/approach In this study, major electronic bibliographic databases have been the focus of this narrative literature review for selecting related studies. Based on screening, inclusion and exclusion criteria, 105 articles from 1998 to 2024 were included in this study. The literature search produced seven themes describing advancement, advantages, challenges and mitigating strategies for implementing technology-based collaborative learning in Higher Education Institutions globally. Findings Technology has assimilated into contemporary education and provides a wealth of chances for group learning. Incorporating technology into collaborative learning methodologies for students improves their competency-based education. Technology also makes it easier for students to communicate and work together outside of the classroom by connecting them with resources, professionals and classmates from a variety of locations and backgrounds. Nevertheless, despite the possible advantages, there are obstacles to overcome in the successful application of technology-based collaborative learning. Practical implications The findings will provide valuable insights that will help educators, policymakers, industry partners and researchers better prepare students for the demands of the digital age and improve the quality of education by identifying successful strategies for integrating technology into collaborative learning environments. Originality/value This study is unique because it synthesizes and critically analyzes previous research to identify the gaps in technology-based collaborative learning and how it affects students’ competency-based education in higher education institutions. There is limited work conducted in this domain based on this discourse.
Asad et al. (Wed,) studied this question.