Digital Reading in Higher Education: Trends, Behaviours, and Evidence-Based Strategies—A Systematic Review

Abstract

The rapid growth of digital technologies and blended learning has made digital reading a central component of higher education. Despite the increasing volume of research on digital reading, the literature remains fragmented. To address this gap, a systematic literature review was conducted, synthesising findings from 69 empirical studies published between 2010 and 2025, representing over 17,000 participants from 27 countries and involving undergraduate and postgraduate students, instructors, and librarians across multiple disciplines. The studies were identified through the Web of Science database and analysed using a thematic analysis approach. Five major themes emerged: digital reading comprehension and comparisons with print reading, digital reading behaviour and perceptions, digital reading competency, strategies for effective digital reading, and digital reading in special education and language learning contexts. The review indicates that digital reading outcomes are shaped by the interaction of learner competencies, cognitive demands, technological design, and institutional support rather than by the reading medium alone. The findings further suggest that print and digital reading serve complementary functions, with students often selecting each format according to the reading task, learning goals, and contextual demands. To enhance digital reading outcomes, the literature highlights the importance of digital literacy development, cognitive load management, effective interface design, and instructional and institutional support. By synthesising diverse strands of research, this review provides a comprehensive understanding of digital reading in higher education and offers practical implications for educators, instructional designers, and institutions seeking to improve their students’ reading comprehension, engagement, and learning outcomes in increasingly digital learning environments.