The role of information and communication technology in higher STEM education: A systematic review

Abstract

The use of information and communication technology (ICT) tools is important in STEM education to enhance student engagement and improve learning outcomes. Despite the importance of ICT in STEM education, no study has analyzed studies conducted on ICT in higher STEM education. Hence, the purpose of this study is to systematically review Scopus-indexed empirical studies to examine how ICT is used, perceived, and evaluated in higher STEM education contexts, including undergraduate students and preservice teachers. Following the PRISMA protocol, we searched the Scopus database for articles published between 2009 and 2025 and applied predefined inclusion and exclusion criteria to screen the retrieved records. This process yielded 12 eligible articles for data analysis; although this number is relatively small, it reflects the outcome of applying strict eligibility criteria to an initial pool of 82 records and allowed an in-depth thematic synthesis rather than a broad overview. Using an inductive thematic analysis approach, we identified five interrelated themes regarding ICT tools in higher STEM education: contributions to skill development, impact on gender, impact on student performance and academic achievement, perception and use, and ICT resources and infrastructure. Together, these themes point to ICT’s dual role as both an enabler of learning outcomes and a resource-dependent practice, with several challenges to effective integration also identified across the reviewed studies. Based on these findings, the study offers targeted recommendations for educational policy and practice, along with directions for future research on ICT tools in higher STEM education.