Emerging Technologies in Education: Trends, Psychological Foundations, and Impacts on Learning Innovation

Abstract

The rapid evolution of digital technology has reshaped educational landscapes globally, particularly through the integration of Artificial Intelligence (AI), Learning Analytics (LA), Extended Reality (XR), and adaptive learning systems. These tools have enhanced personalization, increased learner creativity, and expanded access to quality education across higher education, K–12, and professional domains. This mini-review aims to synthesize current trends, psychological foundations, and the impact of emerging technologies on learning innovation and practice. A mixed-method approach was adopted, involving literature synthesis from nine peer-reviewed Q1 and Q2 articles published between 2020 and 2025 and visualization of adoption patterns before and after the COVID-19 pandemic. Results reveal a significant post-pandemic rise in adopting key technologies: LA and VR/AR increased from levels 3 to 5, and adaptive learning from 3 to 5 on a five-point scale. These technologies embed critical psychological principles of scaffolding, feedback, metacognition, and motivation into their design. However, challenges such as instructor resistance (rated 4/5 in difficulty), the digital divide (5/5), and ethical concerns about AI (4/5) remain prevalent. The findings also highlight a shifting role for educators, requiring new digital and facilitative competencies. The novelty of this study lies in bridging psychological theory with technological implementation and providing comparative visual insights into technology adoption and impact. The review concludes that while emerging technologies offer transformative benefits, their effectiveness depends on inclusive design, ethical governance, and continuous pedagogical innovation.