Higher education research on the dark side of digitalisation: the subtle reproduction of technological solutionism

Digitalisation is assumed to extend the reach of higher education through asynchronous and online learning and is predominantly framed in positive terms in public discourse and academic research. Given that critical perspectives have emerged in a relatively limited and fragmented manner, this systematic literature review seeks to bring greater coherence to research on the darker sides of digital transformation, particularly in the post-COVID-19 context. COVID-19 forced higher education institutions into an overnight shift to emergency remote teaching. With regard to the darker sides of digitalisation, research has mainly focused on experienced shortcomings in basic technical requirements and deficiencies in digital learning solutions. This emphasis has led to a narrowly focused, operational approach. From this technocratic and problem-solving perspective, less manageable, darker sides risk being overlooked. A monopolised market for digital learning solutions has emerged, with learning analytics empowering Big Tech companies deliberately selected by neoliberal governments. This new, powerful elite tracks student behaviour through surveillance practices, positioning users as consumers of technology rather than as academic learners. The intrinsic risks of invasive profiling, unauthorised surveillance and the ongoing proliferation of digitalisation with built-in darker sides call for further research. The situation is particularly problematic when the academic community contributes to an overly optimistic view of digitalisation, which is exactly what happens. The key contribution of our article is to reveal that research on the dark side of digitalisation in higher education subtly reproduces technological solutionism.