University Digital Transformation: A Systematic Analysis Of Virtual Mediation In Higher Education

Abstract

This article reports a document review of more of 100 studies published between 2020 and 2025 on virtual mediation in higher education and its role in university digital transformation. Searches were conducted in Scopus, Web of Science, Scielo, and ERIC; peer-reviewed studies in Spanish and English focusing on teaching, assessment, or pedagogical management with virtual technologies were included. The thematic synthesis identifies five domains: (1) artificial intelligence and learning analytics, showing advances in personalization, feedback, and early risk detection; (2) immersive technologies (AR/VR) and the metaverse, enhancing motivation and experiential learning when infrastructure and sound instructional design are present; (3) hybrid models (synchronous hybrid/HyFlex), expanding access and flexibility where coherent course architectures exist; (4) LMS and online teaching, which act as the ecosystem’s backbone when combined with active methodologies and teacher/social/cognitive presence; and (5) inclusion, accessibility, and public policy, requiring compliance with standards (e.g., WCAG 2.2) and the reduction of connectivity and skills gaps. Cross-cutting findings highlight four levers for responsible scaling: faculty professional development, data governance and AI ethics, formative assessment supported by analytics, and infrastructure and accessibility. Implications for curriculum design and institutional management are discussed. Limitations of the evidence—methodological heterogeneity and scarce longitudinal studies—are acknowledged, and a research agenda is proposed to foster sustainable and equitable impact.