The Transformation of Digital Learning in Higher Education in the Society Era 5.0: A Systematic Literature Review

Paijan Rambe Rambe; Muhammad Arifin; Pangoloan Soleman Ritonga

doi:10.61255/jupiter.v4i4.1422

Authors

Paijan Rambe Rambe Institut Pendidikan dan Teknologi 'Aisyiyah Riau
Muhammad Arifin Universitas Muhammadiyah Sumatera Utara
Pangoloan Soleman Ritonga Universitas Islam Negeri Sultan Syarif Kasim Riau

DOI:

https://doi.org/10.61255/jupiter.v4i4.1422

Keywords:

Artificial Intellegence, Digital Learning Transformation, Higher Education, Society 5.0 Era

Abstract

Purpose: This study examines the transformation of digital learning in higher education in the Society 5.0 era through a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Methods: The review synthesized 34 Scopus-indexed Q1 and Q2 journal articles published between 2023 and 2025. Studies were selected through the PRISMA stages of identification, screening, eligibility, and inclusion and subsequently analyzed using thematic synthesis. All included studies met the predefined quality assessment criteria, with 20 classified as very high quality and 14 as high quality. Findings: The synthesis identified four major dimensions of digital learning transformation: (1) pedagogical innovation and learning experience, (2) digital learning technologies, (3) individual factors influencing digital learning adoption, and (4) institutional transformation and readiness. The reviewed studies suggest that technologies such as Artificial Intelligence (AI), adaptive learning, learning analytics, and Learning Management Systems (LMS) are frequently associated with more personalized, flexible, and data-informed learning environments, alongside higher levels of student engagement and self-regulated learning. However, the evidence also indicates persistent challenges related to digital infrastructure, unequal access to technology, limited digital competencies, and organizational readiness. Research Implications: The findings highlight the importance of integrating pedagogical innovation, digital technologies, individual digital competencies, and institutional readiness to support sustainable digital learning ecosystems aligned with the principles of Society 5.0. Originality: This study proposes an integrated conceptual framework that synthesizes pedagogical, technological, individual, and institutional dimensions into a comprehensive perspective on digital learning transformation. The review is limited to Scopus-indexed Q1 and Q2 journal articles published between 2023 and 2025, and the findings should therefore be interpreted within the scope of the available evidence.

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