📄 Abstract
Background: The rapid diffusion of smartphones, social media, online platforms, digital learning environments, and other digital technologies has transformed the contexts in which Generation Z students learn, communicate, and access information. The label “digital native,” however, does not necessarily imply superior digital literacy or a biologically distinct cognitive architecture. Objective: This systematic review synthesizes evidence on the cognitive, behavioural, social, and educational characteristics associated with Generation Z students’ engagement with digital environments and examines the extent to which the evidence supports the concept of the “digital native brain.” Methods: The review was structured according to PRISMA 2020 principles. The manuscript reports searches across major education, psychology, health, and technology databases, including Scopus, Web of Science, ERIC, PubMed/MEDLINE, ScienceDirect, SpringerLink, and Google Scholar. Studies addressing digital technology use and cognition, learning, academic performance, digital literacy, or related educational outcomes were eligible. The current manuscript reports 124 records initially identified and 42 studies retained after screening and quality assessment. Results: Evidence indicates that digital engagement is heterogeneous. Purposeful educational technology use can support access, collaboration, flexibility, engagement, and learning, whereas off-task use, problematic social-media engagement, and multitasking are more consistently associated with distraction and poorer academic outcomes. Technological familiarity does not automatically confer advanced digital literacy. Evidence concerning neurological change remains limited and does not establish a distinct “Gen Z brain.” Conclusion: The digital native concept is better treated as a contextual framework for examining adaptation to digitally saturated environments than as evidence of inherent cognitive superiority. Educational practice should combine purposeful technology integration with digital literacy, sustained attention, critical reflection, and meaningful human interaction.
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📚 How to Cite:
Offor, Moses, Ajakaiye Olusegun Abraham , Ali Yakubu , THE DIGITAL NATIVE BRAIN: A SYSTEMATIC REVIEW OF COGNITIVE, LEARNING, AND EDUCATIONAL IMPLICATIONS FOR GENERATION Z STUDENTS , Volume 12 , Issue 9, September 2026, International Journal of Global Economic Light (JGEL) , Pages: 19 - 26 ,