Over the past decade, technological tools have significantly reshaped architectural pedagogy, influencing how design skills are taught and acquired. This systematic literature review analyzes 210 peer-reviewed journal articles published between 2004 and 2025 to classify the types of digital tools employed in architectural education and evaluate their pedagogical effectiveness. Three primary categories have been identified based on established educational technology frameworks: Multimodal Learning Tools, Network-Based Learning Tools, and Adaptive Learning Tools. The review highlights key pedagogical outcomes, including enhanced student engagement, improved performance, and increased spatial understanding, while also identifying recurring barriers such as infrastructure demands and limited cross-institutional adoption. Despite the growing integration of technology in design curricula, significant gaps remain, particularly in the areas of adaptive systems and region-specific studies. This review proposes a comprehensive classification framework and suggests blended pedagogical models to inform future curriculum design and policymaking in architectural pedagogy.
