The Use of Digital Technology in Christian Education

Digital technology offers opportunities to expand access, engagement, and flexibility in Christian education. However, its contribution to academic learning and Christian formation requires critical examination. This systematic literature review synthesizes research on digital technology in Christian education, focusing on technological applications, reported educational outcomes, teachers’ roles, and implementation challenges. Searches of Google Scholar, GARUDA, and relevant educational journals identified ten articles published between 2020 and 2026 that met the inclusion criteria. Empirical and literature-based studies were analyzed using descriptive thematic synthesis. The reviewed literature reported benefits associated with e-learning platforms, Moodle, interactive media, audiovisual resources, and gamification, particularly for student motivation, participation, and access to learning materials. Nevertheless, differences in research designs and outcomes limit conclusions about effectiveness, especially regarding sustained academic achievement, character development, and spiritual formation. Successful integration depends on teacher competence, student readiness, infrastructure, and alignment with educational objectives. The synthesis highlights teachers’ complementary responsibilities as academic and spiritual leaders. Technological pedagogical content knowledge provides a useful perspective for interpreting instructional integration, while Christian educational purposes require additional attention to faith, ethical reflection, and community. The distinctive emphasis lies in the purposes guiding technology use rather than the tools themselves. Digital technology should therefore support purposeful teaching and meaningful relationships, with further empirical research needed to evaluate its long-term academic and formative contributions.