Information and Communication Technologies (ICTs) are pivotal in transforming pedagogical practices and enhancing teaching-learning processes in higher education. However, effective integration requires a systemic alignment to foster academic quality. This article analyzes the factors influencing ICT incorporation into university teaching and identifies their impact on student learning outcomes. Following PRISMA guidelines, a systematic review was conducted on 51 documents indexed in Scopus, Web of Science (WoS), and ERIC (2005–2025). The findings indicate that ICT integration is a multifactorial phenomenon, shaped by institutional, pedagogical, technological, and motivational dimensions. These factors collectively determine the success of planned educational interventions.
Sterling et al. (Fri,) studied this question.