Information and communication technologies (ICTs) adopted in higher education are an impactful topic for the actors directly involved. For this reason, the use and adoption of ICTs aimed at university student learning was examined through a systematic review using PRISMA methodology; this review included 27 articles that met the inclusion criteria. The results showed that the most used factor was the perceived usefulness of ICTs in receiving training. In turn, due to the conditions presented during the pandemic, variables such as fear and technological complexity were prominent to address needs in specific contexts. Thus, students were driven by current conditions, developing, and strengthening digital communication and collaboration skills to meet learning objectives. Among the emerging themes in the subject, elements related to immersive technologies, which include augmented reality and virtual reality, are observed. The results provide theoretical contributions and allow identifying relevant variables for technology adoption, such as attitude towards use, perceived ease, intention to use, perceived usefulness, perceived fear, satisfaction or enjoyment, and technological complexity. These findings have practical implications for formulating models focused on current academic needs and can guide research on technology adoption by higher education students.