Digital Technologies and Distance Learning in Higher Education: A Systematic Review of Educational Quality

Abstract

The growth of technology-mediated distance education has significantly transformed higher education by expanding access, increasing flexibility, and reshaping pedagogical and institutional practices. However, the rapid expansion of this modality raises important questions regarding its actual impact on educational quality. This study aims to analyze the impact of technology-mediated distance education on the quality of higher education, considering benefits, limitations, and pedagogical and institutional implications. Methodologically, a systematic literature review was conducted following PRISMA guidelines, including studies published between 2015 and 2025 in international databases. The results indicate that learning management systems, online communication tools, and emerging technologies such as artificial intelligence and learning analytics are the most widely used resources in distance education. Positive impacts include increased access, learning flexibility, and personalization; nevertheless, challenges remain, particularly related to the digital divide, pedagogical quality, teacher training, and assessment practices in virtual environments. The study concludes that technology alone does not ensure educational quality; rather, pedagogical mediation, institutional policies, and contextual conditions are decisive factors. The findings highlight the need for critical approaches that balance technological innovation, equity, and educational quality.