by Luis Eduardo Muñoz Guerrero
ABSTRACT
Digital technologies have been embedded in the life of learning, shaping access, participation, construction of
identity, and relationships within educational spaces. This review explored the relationship between digital
culture and learning, identity and social interaction in current learning environments. The integrative literature
review approach was followed using peer reviewed studies and authoritative report. Structured searches were
conducted in Scopus, Web of Science, ERIC, PsycINFO to identify literature. The evidence was organised
thematically across three interwoven strands: learning, identity, and social interaction, as well as digital
inequality, literacy, privacy, wellbeing, ethics, algorithmic influence and AI. The review identified a number of
positive outcomes for flexible learning, collaborative learning, learning about information and knowledge, self
expression, and social participation that can be gained from the use of digital technologies, as well as negative
outcomes such as distraction, social comparison, isolation, unequal access, privacy and problematic
technology use. These relationships have been further complicated by the emergence of generative AI, which
alters authorship, learner independence, assessment methods, and interactions with educational content. The
results point to an understanding of educational technology not just as an educational tool, but as a part of
the larger cultural and social context in which learning occurs. Future studies should pay more attention to the
long-term effects, cultural differences, digitally disadvantaged learners, and increasingly intelligent
educational systems and their role in relation to human interaction.
