Impacts of digital technologies on learning in basic education
an integrative literature review
DOI:
https://doi.org/10.57108/iesj.2026.6-2.11Keywords:
digital technologies, learning, educational technology, pedagogical mediation, digital inclusionAbstract
This article analyzes the conditions under which digital technologies contribute to learning and the limitations that may reduce or reverse their effects in educational settings. An integrative literature review was conducted using a qualitative, descriptive, and analytical approach. Searches were carried out in July 2026 in ERIC, SciELO, and Google Scholar, complemented by institutional documents from the Organisation for Economic Co-operation and Development, the United Nations Educational, Scientific and Cultural Organization, and the Brazilian Internet Steering Committee. Portuguese and English descriptors related to digital technologies, educational technology, academic achievement, deep learning, and learning outcomes were combined. Studies and reports published between 2020 and 2025 were included when full text was available and evidence on learning in formal education was presented. The final corpus comprised ten documents examined through thematic analysis. Findings were organized into four categories: achievement and depth of learning; engagement, autonomy, and personalization; infrastructure, inequality, and pedagogical mediation; and distraction, cognitive superficiality, and balance between media. The evidence indicates that digital tools can support achievement, collaboration, feedback, and personalization, especially when linked to clear objectives, teacher guidance, and systematic activities. However, unequal access, fragmented implementation, distraction, and indiscriminate replacement of printed materials constrain these benefits. It is concluded that technology does not automatically generate learning; its effects depend on the quality of instructional design, institutional conditions, and the critical use of resources.
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