Information Processing Theory (IPT) remains a fundamental cognitive framework for explaining how learners acquire, organise, store, and retrieve information during learning. However, contemporary research related to digital learning technologies, artificial intelligence, assistive technologies, and inclusive education is often fragmented across different educational contexts, limiting a comprehensive understanding of the cognitive processes underlying learning. Therefore, this study systematically reviews recent empirical evidence to examine how Information Processing Theory, either explicitly or implicitly through related cognitive constructs, is reflected across contemporary educational contexts, particularly within digital and inclusive learning environments. This systematic literature review (SLR) followed the PRISMA 2020 guidelines. A structured search was conducted in the Scopus database, initially identifying 408 records. Following the screening and eligibility procedures, ten studies published between 2022 and 2026 were included in the final review. The selected studies were analysed using thematic analysis. The review identified four interconnected themes, Information Processing Theory in Digital Instructional Design, Cognitive Support through Emerging Educational Technologies, Information Processing Theory in Inclusive and Special Education and Cognitive Functions and Learning Performance. Across the reviewed studies, attention, encoding, memory retention, information organization, and executive functioning consistently emerged as key cognitive processes influencing learning outcomes. The findings further indicate that digital technologies and assistive learning tools can enhance cognitive processing by improving information accessibility, reducing cognitive barriers, and supporting meaningful learning experiences. The review concludes that IPT continues to provide a valuable framework for understanding learning in contemporary educational settings characterised by technological advancement and increasing learner diversity. The findings offer important implications for instructional design, educational technology development, and inclusive educational practice.
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