Conceptualizing Digital Education for Sustainable and Equitable Face-to-Face Schooling: A Systematic Review

Abstract

The integration of Information and Communication Technologies (ICT) into face-to-face compulsory education has accelerated globally, but the conceptual definition and pedagogical application of Digital Education (DE) remain unclear. This systematic review explores how DE is defined, implemented, and assessed in in-person primary and secondary school settings. Guided by PRISMA methodology, 33 peer-reviewed empirical studies published between January 2012 and June 2025 were selected from Scopus and Web of Science, and through reference checking. Methodological quality and potential sources of bias were appraised using the Mixed Methods Appraisal Tool (MMAT), and that appraisal informed the interpretation of the evidence. The results indicate significant ambiguity surrounding the term DE, which is often conflated with ICT use or digital competence. While many studies report positive outcomes in student engagement and basic skill acquisition, few articulate clear operational frameworks or pedagogical strategies for effective implementation. DE is predominantly applied to low-cognitive-demand tasks and is underused in promoting deeper learning. Key barriers include insufficient teacher training, fragmented educational policies, and infrastructural limitations. Nonetheless, when digital tools are intentionally combined with pedagogical goals—such as personalized instruction, learner autonomy, and content creation—DE demonstrates potential to improve motivation and support achievement. The findings suggest that well-designed DE can contribute to educational sustainability by strengthening learning opportunities, supporting equity and inclusion, and advancing Sustainable Development Goal 4 (Quality Education), but they also highlight the need for coherent policies, teacher training, and equitable access to digital resources.