<![CDATA[The rapid diffusion of digital technologies has reshaped teaching and learning practices in universities worldwide, yet the scholarly literature on this transformation remains fragmented across disciplines, technologies, and institutional contexts. This study systematically reviews current trends and future perspectives of technology-based learning in higher education. Following the PRISMA 2020 protocol, a structured search across Scopus, Web of Science, and Google Scholar identified 246 records, of which 25 peer-reviewed articles published between 2023 and 2025 met the inclusion criteria and were analyzed thematically. Five dominant themes emerged: artificial intelligence-driven personalization and intelligent tutoring, extended reality and immersive simulation, digital-twin and game-based engineering education, institutional digital transformation and digital literacy, and technology-acceptance frameworks such as UTAUT. The findings indicate that technology-based learning consistently improves engagement, motivation, and, in most contexts, cognitive and skill-based outcomes, although effectiveness is moderated by learner readiness, disciplinary context, and institutional infrastructure. Persistent gaps include limited longitudinal evidence, uneven digital-equity considerations, and underexplored ethical and pedagogical implications of generative artificial intelligence. The review offers an integrated framework linking technological, pedagogical, and institutional dimensions of digital transformation and outlines an agenda for future research and policy on sustainable, equitable technology integration in higher education]]>
