A_Systematic_Literature_Review_on_Dark_Sides_of_Digitalisation_in_Higher_Education_datasources.xlsx

<b>A Systematic Literature Review on Dark Sides of Digitalisation in Higher Education</b><b>Is the Academic Community Complicit in Hiding the Darkest Sides?</b>Digitalisation is assumed to give higher education more reach. Critical perspectives have emerged in a limited and fragmented way. This paper seeks to bring greater coherence to the research on dark(er) sides of digitalisation, particularly in the post-COVID-19 context. Higher education institutions were forced to deliver Emergency Remote Teaching. This has led to a focus on the experienced lack of basic technical requirements and deficiencies of digital learning solutions. This narrow-focused and operational approach has resulted in a biased view on solving the problem from a technocratic perspective, leaving less manageable darker sides overseen. In a monopolised market, learning analytics empower Big Tech and serve neoliberal governments. Profiling from surveillance practices makes students buyers of technology instead of academic learners. Risks related to the proliferation of digitalisation with built-in dark sides demand for further research. It is a fundamental problem when the academic community contributes to an overly optimistic view.Research of dark sides is fragmented and narrow-focused, mainly on managing the divides between the haves and the have nots (Azionya &amp; Nhedzi, 2021; Colpitts et al., 2021; Koran &amp; Sarnou, 2022; Sia et al., 2023; Song, 2024; Sumra et al., 2022; Tetteh et al., 2023; Timmis et al., 2016). Resolving these divides might cause a proliferation of DLSs, reenforcing, amplifying, or proliferating conceptually built-in darker sides. This review is based on systematic and critical analyses of former research literature, with a focus on the trends and viewpoints and approaches of researchers. The research objective was to determine which dark sides have been overlooked or would need a broader perspective.This led to the following two research questions in advance.Which clusters can be identified in the literature on the dark sides of digitalisation in higher education?And, to what extent are these dark sides related to technofeudalism and/or technological solutionism?<br>