The role of non-fungible tokens in education: A comprehensive review and future directions
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 educatio...
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| Published in | Social sciences & humanities open Vol. 12; p. 101834 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
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Elsevier Ltd
2025
Elsevier |
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| Abstract | 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. |
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| AbstractList | 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. |
| ArticleNumber | 101834 |
| Author | Zainuddin, Zamzami Rawas, Soha Samala, Agariadne Dwinggo Howard, Natalie-Jane Shilina, Sasha |
| Author_xml | – sequence: 1 givenname: Agariadne Dwinggo orcidid: 0000-0002-4425-0605 surname: Samala fullname: Samala, Agariadne Dwinggo email: agariadne@ft.unp.ac.id organization: Faculty of Engineering, Universitas Negeri Padang, West Sumatra, Padang, Indonesia – sequence: 2 givenname: Soha orcidid: 0000-0001-5128-6529 surname: Rawas fullname: Rawas, Soha email: soha.rawas2@bau.edu.lb organization: Department of Mathematics and Computer Science, Faculty of Science, Beirut Arab University, Beirut, Lebanon – sequence: 3 givenname: Zamzami orcidid: 0000-0002-4851-4102 surname: Zainuddin fullname: Zainuddin, Zamzami email: zamzami.zainuddin@flinders.edu.au organization: College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia – sequence: 4 givenname: Natalie-Jane orcidid: 0000-0001-7050-6371 surname: Howard fullname: Howard, Natalie-Jane email: natalie.howard.16@alumni.ucl.ac.uk organization: Centre for Higher Education Research and Evaluation, Lancaster University, Lancaster, United Kingdom – sequence: 5 givenname: Sasha orcidid: 0009-0007-6354-2922 surname: Shilina fullname: Shilina, Sasha email: sasha@paradigmfund.io organization: Lomonosov Moscow State University, Moscow, Russia |
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| Keywords | Equity in digital education Digital asset ownership Digital certificates Educational technology Systematic review Quality education Blockchain credentialing |
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