In the education sector, particularly, the application of ICT has become a critical part of the learning process for university students both outside and inside the classroom setting.
The government and other stakeholders in the education sector such as university management and researchers have invested millions of dollars to adopt ICT in the education system during the last two decades .
Numerous studies have been undertaken to investigate the relationship between ICT and students’ performance; however, these studies have not been able to establish precisely the impact of ICT on students’ performance.
These studies have posed two core challenges: first, it is difficult to determine the performance of students since the common approach used by many researchers accredits the curriculum responsible for the performance achievement in terms of grade .  and Rose and Kadvekar  criticize these studies, blaming them of adopting a narrow approach, and suggest an alternative approach to consider the influence of ICT on students’ attitude, competency, and skills in addition to curriculum.
Specifically, it reviews studies that have touched upon the merits of ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing successful ICT integration, in-service and pre-service teachers ’ attitudes, perceptions, and confidence in using ICT as well as the importance of school culture in the use of ICT.