Analysis of current didactic models in digital education: A systematic literature review

The didactic use of digital technologies in higher education often fails to achieve its intended impact because their effectiveness depends on how technologies are implemented. This systematic review seeks to identify the most common didactic models adopted by higher education teachers in digital education and to assess their associated benefits and challenges. After screening, a total of 19 studies were included. The Technological Pedagogical Content Knowledge (TPACK) framework predominated with 10 studies, followed by constructivist models with 2 studies, while seven alternative approaches, including Technology Acceptance Model (TAM), ADDIE (Analysis, Design, Development, Implementation, Evaluation), didactical tetrahedron and others, were represented by a single study each. The adoption of these didactic frameworks benefits teachers by enabling them to tailor instruction to diverse technological tools and student needs, support student-centred learning environments, enhance engagement and assessment processes, promote reflective teaching practices, and foster interdisciplinary connections. However, identified challenges include inadequate institutional support, disparities in digital competence, the need for reliable assessment tools, and difficulties in maintaining student motivation in fully online settings. We found that heterogeneity in model definitions and study contexts limited comparability across studies. TPACK remains the dominant digital didactic framework, but underexplored models offer complementary insights into technology-enhanced learning. We advise that future research should explore context-specific adaptations and also hybrid approaches as well.