Agariadne Dwinggo Samala, Soha Rawas, Zamzami Zainuddin, Natalie-Jane Howard, Sasha Shilina
Non-fungible tokens (NFTs) possess transformative potential in the educational sector, facilitating digital content creation, ownership, and exchange while fostering advancements in personalized learning, certification, and resource sharing. Despite their promise, the integration of NFTs in education remains in its early stages, with existing research largely concentrating on technical and economic perspectives. This study presents a systematic review of NFTs in education, employing a bibliometric approach combined with a Systematic Literature Review (SLR) guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards, focusing on blockchain-based credentialing, learning innovations, and associated technological and ethical challenges. Key trends, opportunities, and obstacles in NFT adoption within educational frameworks are identified by an analysis of 49 articles published between 2019 and 2023 from the Web of Science (WoS) and Scopus databases. Prominent applications include blockchain-based credential verification and decentralized learning platforms. Despite NFTs' considerable potential to enhance access to educational resources and secure credential verification, significant challenges such as technological scalability, environmental impact, and regulatory uncertainties persist. Recommendations are offered for adopting energy-efficient blockchain technologies and developing robust regulatory frameworks to mitigate these challenges. Future research should prioritize sustainable technological development and critically examine the long-term implications of NFTs for educational equity in the evolving digital landscape. © 2025 The Authors
Faculty of Engineering, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Department of Mathematics and Computer Science, Faculty of Science, Beirut Arab University, Beirut, Lebanon; College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia; Centre for Higher Education Research and Evaluation, Lancaster University, Lancaster, United Kingdom; Lomonosov Moscow State University, Moscow, Russian Federation; Faculty of Economics and Business, Universitas Negeri Malang, Malang, East Java, Indonesia
