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This research article is based on a comprehensive review of information and communication technologies that mediate the new ecology of learning formed during the primary, early, and elementary stages of schooling. The study was conducted within the framework of academic research carried out between 2019 and 2025, using a comparative approach that encompassed experiences in Latin America, Europe, Asia, and the United States. The research employed the PRISMA 2020 methodology, which made it possible to organize and reduce an original corpus of more than five hundred records to only 30 articles that were appropriate for verifying editorial coherence. The process included the identification of documents to be included, the evaluation of eligibility, and the full-text analysis, ensuring that the information gathered was valid. From the results of the analysis, five main categories were derived: student motivation and engagement; teacher training; the role of the family; risks of the digital environment; and research gaps. The most significant contribution was the identification of children's motivation with the use of ICT is evident and sustained, but it requires pedagogical mediation from teachers to convert into substantial learning, as well as support from both the teacher and the family. It is concluded with the emphasis on the need to strengthen teacher training and work across families in a responsible way to establish inclusive and sustainable learning ecologies.
