The Role of Technology-Enhanced Learning Media in Supporting Innovative Teaching Methods in Higher Education
DOI:
https://doi.org/10.46328/ijtes.8123Keywords:
Technology-enhanced learning, Innovative teaching methods, Higher education, Systematic literature reviewAbstract
This study conducts a Systematic Literature Review (SLR) to analyze the role of technology‑enhanced learning media in supporting innovative teaching methods in higher education during the digital transformation era (2015–2025). Guided by the PRISMA framework, it synthesizes 20 peer‑reviewed studies from international and national (SINTA‑indexed) journals that examine the integration of digital media such as Learning Management Systems (LMS), interactive multimedia, mobile applications, and AI‑based tools with pedagogical models such as blended learning, flipped classroom, project‑based learning, and problem‑based learning. The findings reveal that technology‑enhanced learning media significantly improve student engagement, motivation, critical thinking, and learning outcomes when embedded within learner‑centered pedagogies and supported by sound instructional design. However, the review also identifies challenges such as limited infrastructure, unequal digital literacy, and insufficient institutional strategies that hinder optimal implementation. Conceptually, three major insights emerge: (1) technology acts as a pedagogical amplifier rather than a substitute; (2) its effectiveness is context‑dependent, mediated by digital competence and institutional readiness; and (3) the evolution of intelligent ecosystems is shifting higher education toward AI‑driven personalization. Future research should explore longitudinal, discipline‑specific impacts and cross‑context comparisons to strengthen sustainable and equitable digital learning ecosystems.
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