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

Elena M. Ibragimova 1 * , Vagiz G. Gimaliev 2, Ludmila Y. Grebenshchikova 3, Natalia A. Zaitseva 4, Elena Zubko 5, Sergey V. Kondrashev 5
More Detail
1 Kazan (Volga region) Federal University, Kazan, RUSSIA
2 Chuvash State University, Cheboksary, RUSSIA
3 Tver State Medical University, Tver, RUSSIA
4 Plekhanov Russian University of Economics, Moscow, RUSSIA
5 Sechenov First Moscow State Medical University, Moscow, RUSSIA
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 16, Issue 4, Article No: e202646. https://doi.org/10.30935/ojcmt/19267
OPEN ACCESS   32 Views   7 Downloads   Published online: 17 Sep 2026
Download Full Text (PDF)

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.
Keywords: information and communication technology, ICT, STEM education, higher STEM education, systematic review

CITATION

Ibragimova, E. M., Gimaliev, V. G., Grebenshchikova, L. Y., Zaitseva, N. A., Zubko, E., & Kondrashev, S. V. (2026). The role of information and communication technology in higher STEM education: A systematic review. Online Journal of Communication and Media Technologies, 16(4), e202646. https://doi.org/10.30935/ojcmt/19267

REFERENCES

  • Aboderin, O., & Bamisile, O. (2021). Students’ perception on the influence of information and communication technology (ICT) in science teaching and learning on their ICT and teaching skills. International Journal of Online and Distance Learning, 1(1), 79-88. https://doi.org/10.47604/ijodl.1319
  • Alonso, M. T., Barba-Sánchez, V., Bonal, M. T. L., & Macià, H. (2021). Two perspectives on the gender gap in computer engineering: From secondary school to higher education. Sustainability, 13(18), Article 10445. https://doi.org/10.3390/su131810445
  • Al-Shwabkah, Y., Hamad, F., Taha, N., & Al-Fadel, M. (2016). The integration of ICT in library and information science curriculum analytical study of students’ perception in Jordanian universities. Library Review, 65(6/7), 461-478. https://doi.org/10.1108/lr-12-2015-0115
  • Alzahrani, A. (2025). A systematic review of the use of information communication technology, including augmented reality, in the teaching of science to preschool children. International Journal of Educational Research Open, 9, Article 100453. https://doi.org/10.1016/j.ijedro.2025.100453
  • Anastasopoulou, E., Tsagri, A., Avramidis, E., Lourida, K., Mitroyannis, E., Tsogka, D., & Katsikis, I. (2024). The impact of ICT on education. Technium Social Sciences Journal, 58, 48-55. https://doi.org/10.47577/tssj.v58i1.11144
  • Arenas, E. (2015). Affordances of educational learning technologies in higher education multicultural environments multicultural learning environments. Electronic Journal of E-Learning, 13(4), 217-227.
  • Bandoh, S. O., Akweittey, E., Lotey, E. K., Gordon, J. F., & Appiagyei, E. (2024). Using UTAUT model to assess the factors influencing the use of ICT in Ghanaian pre-tertiary mathematics education. Journal of Digital Educational Technology, 4(1), Article ep2407. https://doi.org/10.30935/jdet/14297
  • Barak, M. (2013). Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers. Journal of Science Education and Technology, 23, 1-14. https://doi.org/10.1007/s10956-013-9446-8
  • Basargekar, P., & Singhavi, C. (2017). Factors affecting teachers’ perceived proficiency in using ICT in the classroom. IAFOR Journal of Education, 5(2), 67-84. https://doi.org/10.22492/ije.5.2.03
  • Beichumila, F., Bahati, B., & Kafanabo, E. (2022). Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools. Eurasia Journal of Mathematics Science and Technology Education, 18(11), Article em2174. https://doi.org/10.29333/ejmste/12498
  • Bellou, I., Papachristos, N. M., Mikropoulos, T. A. (2018). Digital learning technologies in chemistry education: A review. In D. Sampson, D. Ifenthaler, J. Spector, & P. Isaías, P. (Eds.), Digital technologies: Sustainable innovations for improving teaching and learning (pp. 57-80). Springer. https://doi.org/10.1007/978-3-319-73417-0_4
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(1), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Faenza, F., Canali, C., Colajanni, M., & Carbonaro, A. (2021). The digital girls response to pandemic: Impacts of in presence and online extracurricular activities on girls future academic choices. Education Sciences, 11(11), Article 715. https://doi.org/10.3390/educsci11110715
  • Gómez-Espina, R., Rodríguez-Oroz, D., Chávez, M., Saavedra, C., & Bravo, M. J. (2019). Assessment of the Socrative platform as an interactive and didactic tool in the performance improvement of STEM university students. Higher Learning Research Communications, 9(2). https://doi.org/10.18870/hlrc.v9i2.438
  • Kadıoğlu-Akbulut, C., Cetin-Dindar, A., Acar-Şeşen, B., & Küçük, S. (2023). Predicting preservice science teachers’ TPACK through ICT usage. Education and Information Technologies, 28(9), 11269-11289. https://doi.org/10.1007/s10639-023-11657-0
  • Kewalramani, S., & Havu-Nuutinen, S. (2019). Preschool teachers’ beliefs and pedagogical practices in the integration of technology: A case for engaging young children in scientific inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), Article em1784. https://doi.org/10.29333/ejmste/109949
  • Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96(3), 118-121. https://doi.org/10.1177/014107680309600304
  • Korsah, D. P. (2024). Adoption and utilization of Moodle learning management system for emergency remote teaching: A UTAUT perspective. Educational Point, 1(2), Article e111. https://doi.org/10.71176/edup/15730
  • Liang, M., Lim, C. P., Park, J., & Mendoza, N. B. (2022). A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity. Educational Technology Research and Development, 71(2), 267-293. https://doi.org/10.1007/s11423-022-10178-w
  • Makori, E. O., Odini, C., & Ojiambo, J. B. (2013). Use of information communication technologies in education and training of undergraduate library and information science students in two selected Kenyan universities. Library Review, 62(8/9), 585-601. https://doi.org/10.1108/lr-08-2012-0083
  • Martínez-Cerdá, J., Torrent-Sellens, J., & González-González, I. (2018a). Promoting collaborative skills in online university: Comparing effects of games, mixed reality, social media, and other tools for ICT-supported pedagogical practices. Behaviour and Information Technology, 37(10-11), 1055-1071. https://doi.org/10.1080/0144929x.2018.1476919
  • Martínez-Cerdá, J., Torrent-Sellens, J., & González-González, I. (2018b). Socio-technical e-learning innovation and ways of learning in the ICT-space-time continuum to improve the employability skills of adults. Computers in Human Behavior, 107, Article 105753. https://doi.org/10.1016/j.chb.2018.10.019
  • Msafiri, M. M., Kangwa, D., & Cai, L. (2023). A systematic literature review of ICT integration in secondary education: What works, what does not, and what next? Discover Education, 2, Article 44. https://doi.org/10.1007/s44217-023-00070-x
  • Msambwa, M. M., & Daniel, K. (2024). A systematic literature review on the ICT integration in teaching and learning: Lessons for an effective integration in Tanzania. European Journal of Education, 59(4), Article e12696. https://doi.org/10.1111/ejed.12696
  • Msambwa, M. M., Daniel, K., & Lianyu, C. (2024). Integration of information and communication technology in secondary education for better learning: A systematic literature review. Social Sciences & Humanities Open, 10, Article 101203. https://doi.org/10.1016/j.ssaho.2024.101203
  • Navarro-Ibarra, L., Cuevas-Salazar, O., & Robles-Aguilar, A. (2023). Knowledge gaps in education and ICT: A literature review in open access publications. Contemporary Educational Technology, 15(4), Article ep480. https://doi.org/10.30935/cedtech/13770
  • Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., . . . McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 372, Article n160. https://doi.org/10.1136/bmj.n160
  • Pham, Q., Ngoc, T. N., Thi, H. D., & Thi, H. D. (2025). Factors influencing high school teachers’ use of ICT in teaching mathematics: Insights from Northern Vietnam. Contemporary Mathematics and Science Education, 6(2), Article ep25010. https://doi.org/10.30935/conmaths/16437
  • Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153. https://doi.org/10.1016/j.compedu.2011.07.017
  • Saltan, F., Türkyılmaz, T., Karaçaltı, C., & Bilir, K. (2018). Use of current educational technology in science education: A scoping review. Cukurova University Faculty of Education Journal, 47(1), 308-336. https://doi.org/10.14812/cuefd.304015
  • Sasota, R. S., Cristobal, R. R., Sario, I. S., Biyo, J. T., & Magadia, J. C. (2021). Will-skill-tool (WST) model of technology integration in teaching science and mathematics in the Philippines. Journal of Computers in Education, 8(3), 443-464. https://doi.org/10.1007/s40692-021-00185-w
  • Schettini, C., Amendola, D., Borsini, I., & Galassi, R. (2020). A blended learning approach for general chemistry modules using a Moodle platform for first year academic students. Journal of E-Learning and Knowledge Society, 16(2), 61-72. https://doi.org/10.20368/1971-8829/1135197
  • Sobowale, F. M., Mohammed, I. A., Ali, F., Samson, B. M., & Sadiku, A. (2024). Development and evaluation of mobile learning application for practical chemistry among pre-service teachers. Discover Education, 3, Article 252. https://doi.org/10.1007/s44217-024-00352-y
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68(1), 319-343. https://doi.org/10.1007/s11423-019-09692-1
  • Zakaria, N. A., & Khalid, F. (2016). The benefits and constraints of the use of information and communication technology (ICT) in teaching mathematics. Creative Education, 7(11), 1537-1544. https://doi.org/10.4236/ce.2016.711158