<![CDATA[The rapid evolution of digital technologies, artificial intelligence (AI), and adaptive learning is reshaping 21st-century education, yet their interrelationships and research trajectories remain fragmented. This study systematically reviews research published from 2020 to 2026 to examine the evolution, dominant and emerging themes, and conceptual relationships across digital transformation, AI, and adaptive learning. Using a systematic literature review with thematic synthesis, relevant studies were analyzed temporally and thematically to identify shifts in research orientation and emerging directions. The findings reveal a progressive transition from technology integration and digital learning environments toward intelligent tutoring, personalization, adaptive learning, and, more recently, generative AI and human–AI collaboration. Conceptually, digital transformation functions as the enabling ecosystem, AI as an intelligent capability, and adaptive learning as a learner-responsive application. Importantly, AI-enabled personalization does not necessarily constitute adaptive learning; meaningful adaptation requires continuous responsiveness to learner performance, needs, feedback, and learning trajectories. The synthesis further indicates that technological advancement alone is insufficient, highlighting teacher agency, learner autonomy, organizational readiness, data governance, and ethical accountability. The study proposes a human-centered and responsible orientation in which AI augments pedagogical judgment rather than displacing it.]]>
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