This systematic review explores integrating digital teaching technologies in higher education through the lens of Engeström’s Activity Theory, emphasising systemic interrelations among tools, rules, communities, and roles within educational contexts. Prompted by the growing demand for adaptive, personalised learning in a rapidly digitalising world, the study explores the Educational Potential of Free Web 3.0 Resources for Training Technology Students in Higher Education, looking at the trends, educational possibilities and challenges. The review follows the PRISMA guidelines, ensuring transparency, rigour, and a structured approach to the entire process. We employ thematic analysis to examine existing literature and policy documents on adopting Web 3.0 technologies in higher education. Two significant findings emerged: unresolved contradictions within activity systems, such as misalignments between technological tools and traditional institutional structures, impede effective integration, and professional development for educators is critical to bridging gaps in digital literacy and fostering innovative teaching practices. The paper recommends prioritising systemic alignment through capacity-building initiatives, infrastructure development, and policy adjustments to resolve these contradictions. Future research should address equity issues, explore the dynamic interplay of roles within educational activity systems, and identify scalable strategies for implementing emerging technologies to enhance inclusive and transformative learning experiences.
Coetzee et al. (Thu,) studied this question.