<![CDATA[Digital technologies allow students to create and share artwork beyond the classroom, yet the provenance, ownership and recognition of such work remain open questions. Non-Fungible Tokens (NFTs) have been proposed as a way to record the uniqueness and ownership of digital assets. This scoping review mapped how NFTs have been applied in education, focusing on the display, preservation, authentication and recognition of students’ digital artwork, and identified gaps relevant to elementary education. Following the Arksey and O’Malley framework and PRISMA-ScR, searches in Scopus, Web of Science, ERIC and Google Scholar covered studies published from 2020 to March 2026, using terms for NFTs, education, artwork and school levels. Of 285 records identified, 218 were screened after duplicate removal, nine full texts were assessed and six studies were included. Study quality was appraised with the Mixed Methods Appraisal Tool and the JBI checklist for text and opinion, and the data were analysed through thematic synthesis. The evidence base is small and mostly conceptual or technical. The three empirical and practice-based studies, conducted with university students or teachers, show that students can turn their digital work into NFT-based assets and that this raises questions of intellectual property, visibility and commercial value. No included study involved elementary pupils or measured appreciation of artwork. NFTs are therefore best understood as a possible provenance layer for school digital galleries rather than a proven pedagogical tool. Design-based studies with elementary pupils comparing NFT-supported and conventional digital galleries under strict privacy safeguards are needed.]]>
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