This narrative review critically examines the global evolution, integration, and future trajectory of educational technology in higher education. It foregrounds the pivotal role of digital innovation in transforming pedagogical paradigms, institutional strategies, and learner experiences across tertiary education systems. Tracing historical developments from early audiovisual media and computer-assisted instruction to the contemporary infusion of AI and adaptive learning systems, the review situates educational technology as both a catalyst and a consequence of systemic shifts in higher education. It delineates the foundational importance of digital literacy and information literacy as core competencies necessary for navigating increasingly complex learning environments, and assesses how generative AI tools such as ChatGPT are reconfiguring instructional design, assessment integrity, and academic labor. Further, the review explores the principles of digital pedagogy, emphasizing intentional instructional design, learning management systems, interactive tools, and active learning frameworks. It assesses the post-pandemic landscape, where hybrid and HyFlex modalities have become institutional norms, and examines how emergency remote learning has catalyzed structural reforms, pedagogical recalibrations, and policy innovation. The review also anticipates future directions, focusing on ethical governance, inclusive and accessible learning design, personalization through AI-driven adaptivity, and emerging regulatory frameworks. Emphasis is placed on the need for balanced, equity-focused EdTech integration that aligns with institutional missions and safeguards academic values. Synthesizing insights from multidisciplinary literature, global policy reports, and empirical studies, this review advances a comprehensive, densely-argued perspective tailored to academics, policy-makers, workforce development professionals, and digital learning technologists. It concludes that the promise of educational technology in higher education can only be realized through deliberate, ethically-grounded, and contextually-responsive strategies that prioritize pedagogy over product, and inclusion over acceleration.
Thompson et al. (Wed,) studied this question.