Systematic Review: How Technology Supports Collaborative Writing Learning in Higher Education

Technology-enhanced collaborative academic writing (TECAW) in higher education has gained increasing attention due to its potential to enhance students’ academic writing skills through interaction, shared authorship, and structured pedagogical support. Framing collaborative academic writing (CAW) as a pedagogical process, this systematic literature review explores how digital technologies and instructional strategies have been utilised to support students' engagement across the writing phases. A total of 27 peer-reviewed empirical studies, published between 2014 and 2024 and indexed in the Scopus database, were analysed using the PRISMA 2020 framework to ensure methodological rigour and transparency. The findings identified twenty types of technologies applied across the three phases of CAW including prewriting, in-writing, and post-writing. These technologies were categorised into five groups: collaborative study tools, classroom-based technologies, cloud-based word processors and shared documents, network-based social computing, and supporting tools. Frequently utilised platforms, including Google Docs, Moodle, Zoom, and WhatsApp, functioned either as interactive collaborative spaces that foster communication and idea co-construction or as task-supporting tools that facilitate drafting, feedback, and revision activities.In parallel, six core instructional strategies were identified: prewriting activities, scaffolding, peer review and feedback, collaborative revising and editing, reflective tasks, and collaborative note-taking. These strategies were systematically mapped across the writing phases, supporting not only the technical aspects of writing but also promoting collaborative interaction, critical thinking, and reflective learning practices. Importantly, the review highlights that successful TECAW implementation requires the intentional orchestration of technologies and instructional designs to align with the pedagogical goals at each stage of collaborative writing. The review emphasises that the effective integration of technology in CAW must be intentionally aligned with the pedagogical objectives at each stage of writing, ensuring that tools not only enhance task performance but also strengthen students' collaborative engagement and academic writing development. Overall, this study offers valuable insights for educators and researchers seeking to design student-centred, technology-supported writing instruction that reflects evolving digital pedagogies in higher education.