Digitalisation in Higher Education: A Systematic Review of its Impact on Health, Cognition, and Social Interaction
Keywords:
cognitive development; digitalisation in education; state educational policy; social interaction; tertiary student healthAbstract
This systematic review investigates the effects of digitalisation in higher education on students’ physical health, cognitive development, and social interaction by comparing traditional, blended, fully digital, and AI-enhanced learning models. A total of 164 peer-reviewed studies were selected using targeted keywords such as “AI in education”, “digital learning fatigue”, and “adaptive learning systems” and sourced from the databases such as Scopus, Web of Science, ERIC, and Google Scholar. The PRISMA framework guided the review process, with methodological quality assessed using the Mixed Methods Appraisal Tool and the Cochrane Risk of Bias Tool. Results reveal that fully digital models are linked to elevated digital fatigue (73.2%), increased stress (72%), and cognitive overload (48%), while blended approaches reduce these effects but still cause Zoom fatigue (62%). Traditional classroom settings support superior social interaction and sustained cognitive engagement, whereas AI-enhanced systems show potential for personalised instruction but risk fragmenting deep learning processes. Critically, this review underscores the need for robust state educational policies to regulate screen time, manage cognitive load, and ensure socially enriching digital learning environments. The findings offer essential guidance for educators, technologists, and policymakers aiming to balance innovation with student well-being and long-term academic success.
https://doi.org/10.26803/ijlter.24.5.18
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Copyright (c) 2025 Valentyna Ivanivna Bobrytska, Hanna Volodymyrivna Krasylnykova, Svitlana Mykolayivna Protska, Tetiana Serhiivna Skyrda, Sergii Romanovych Krasylnykov, Oksana Mykolayivna Chkhalo
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