Learning outcomes and implementation challenges of advanced technologies in engineering education

Abstract

This paper presents a systematic scoping review on the adoption, reported outcomes, and implementation challenges of advanced technologies in engineering education (EE). Unlike earlier reviews that focus on a single tool, it examines multiple technology domains within a unified framework to explore how immersive systems, artificial intelligence applications, and learning management platforms, alongside other digital tools, are adopted and evaluated in EE. The review draws on established methodological guidance and is reported in line with PRISMA 2020, using dual-database searches in Scopus and Web of Science and structured eligibility criteria to identify peer-reviewed empirical studies. A total of 409 records were identified, 60 duplicates were removed, 349 records were screened, and 63 studies were included in the final analysis. Three technology domains appear most often in the included work: immersive solutions, artificial intelligence applications, and learning management system platforms. Of these 63 studies, 40 originate from developed countries where research often emphasises AI-supported pedagogical models, while 23 come from developing contexts with a stronger focus on accessible and cost-effective tools. Approximately 90% of studies report some improvement in learning outcomes or engagement, although these effects are evaluated using heterogeneous and mostly short-term measures and may be influenced by publication bias. The evidence also highlights persistent challenges related to accessibility, curricular integration, faculty support, and ethical and governance issues including data privacy, academic integrity, and equity. The findings point to a dual research agenda focused on methodological refinement and context-sensitive, equitable strategies for sustainable and responsible technology adoption in EE.