Background: Over the past two decades, the Community of Inquiry (CoI) framework by Garrison et al. has significantly influenced online learning, offering a systematic approach to evaluating educational interactions. Aim: Despite its established role, a specific understanding of how CoI research will evolve and its exact impact on student engagement in online settings remains unclear. Methods: Using the PRISMA method to look at 23 scholarly articles, this Systematic Literature Review (SLR) finds a clear trend in CoI research toward incorporating theories that have a direct effect on student engagement, such as the Unified Theory of Acceptance and Use of Technology (UTAUT). Findings: The review reveals a shift in focus towards experimental studies and mixed methods designs to fill existing knowledge gaps, particularly in understanding CoI's role in motivating students, technology acceptance, and readiness for educational technology. While existing studies primarily focus on students, there is an identified need for research on instructors and diverse student populations. Suggestions: The findings suggest a need for future CoI research to broaden its scope, integrate both qualitative and quantitative methods, and consider cognitive, social, and instructional presence in CoI. The study acknowledges potential biases in the selected papers and limitations in the PRISMA method that could influence the review's comprehensiveness. Recommendations: Contributions from regions like Asia, Africa, and Europe are anticipated to enhance the global understanding of CoI, especially in the context of remote education and the expanding scope of online learning courses.
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