An Evaluation of Learner-Centered Technology Integration in Higher Education: A Critical Literature Review

Objectives This study aims to enhance the quality of learner-centeredness in higher education by critically analyzing technology integration models and developing an evaluation framework for faculty support programs. Through the analysis and framework, the study seeks to provide strategic directions for effectively implementing learner-centered technology integrated education. Methods This study argues for learner-centered technology integration education and analyzes its practical application in Korean higher education using the Technology Integration Matrix (TIM) model. A total of 16 studies related to learner-centered technology integration education in higher education were selected from the KCI database after the three stages of a sorting process. These studies were evaluated based on the five levels of the technology integration and the five characteristics of the learning environments defined by the TIM model. Results The results revealed that most cases remained at the entry or adoption levels of technology integration, still confined to teacher-centered tools for knowledge transmission, and fell short of achieving the transformative level of technology integration. Conclusions To address these limitations, this study proposes alternatives such as setting learning objectives that enable higher-order learning activities, designing self-directed learning environments, implementing process-oriented assessments, and adopting systematic approaches to utilizing Learning Management Systems (LMS). Furthermore, it recommends incorporating technology integration plans and strategies into course syllabi, thereby facilitating authentic learner-centered education at a course level.