Background: Medical education is increasingly implementing technology-based learning 

tools and artificial intelligence into its curricula. While digital tools have improved learning 

accessibility and flexibility, their implementation remains uneven globally. In low- and 

middle- income countries, limited infrastructure, funding, and access to digital resources 

often prevents a successful adoption of TEE. 

Objectives: This scoping review aims to:  

1) Map the existing literature on the use of technology- enhanced education among 

medical students in low- and middle- income countries. 

2) Examine how technology and artificial intelligence are implemented within medical 

curricula including reported barriers to access. 

3) Identify gaps in the existing evidence and make recommendations for future research 

and educational practice. 

Methods: A comprehensive literature search was conducted on five databases in November 

2025. Titles and full texts were screened using pre-designed eligibility criteria and then 

independently reviewed by the dissertation supervisor. 

Results: Thirty one papers aligned with the inclusion criteria. Data was extracted from 

included studies and analysed descriptively to map study characteristics, technologies used, 

and reported outcomes. Majority of the records were based in South Asia and the Middle 

East. Most studies reported attitudes and readiness as well highlighting the barriers of 

implementing technology and AI in medical education such as high costs and lack of staff 

training and experience. 

Conclusion: Technology-enhanced education is generally well-received by medical students 

in LMICs and is perceived to positively support learning. However, infrastructural, and 

resource-related barriers persist. Addressing these challenges is essential to ensure equitable 

and effective integration of technology into medical education in low- and middle-income 

countries.

Hafiza Ahad is affiliated to University of Nottingham in United Kingdom