Abstract

This systematic review and meta-synthesis examined the impact of Google Classroom in blended learning environments, focusing on its effectiveness in enhancing student collaboration, interaction, and learning outcomes across different educational levels. A total of 11 peer-reviewed journal articles, published between 2020 and 2023, were selected based on strict inclusion criteria, emphasizing experimental and quantitative studies in English-language academic publications. The findings revealed a dominant concentration of research from Indonesia, reflecting regional efforts to integrate educational technology. Most studies employed experimental designs, utilizing Google Classroom as an intervention in blended settings, and targeted subject areas such as English language instruction, mathematics, and Islamic education. The review found that Google Classroom positively influenced student engagement, language proficiency, reading comprehension, and overall academic achievement, particularly in higher education contexts. However, it also identified several challenges, including limited teacher adoption and technological barriers in some settings. The synthesis demonstrated that Google Classroom served as a flexible and effective tool in a range of instructional contexts. It offered valuable insights for policymakers and educators aiming to strengthen technology-enhanced learning practices. This review contributed to the existing literature by highlighting the platform’s educational potential and calling for more diverse, inclusive, and scalable implementations across regions and subject disciplines.