This systematic review explores how Life Sciences lecturers integrate ICT and digital literacy in the teaching of first –year pre-service teachers. Embedded in this approach is an attempt in identifying the challenges hindering effective integration of ICT in Life Sciences education, while also evaluating proposed interventions aimed at strengthening digital literacy and teaching effectiveness. Thus, providing a clearer understanding of how ICT integration can be advanced in this context. A systematic literature search was conducted using peer-reviewed databases such as Scopus, Taylor & Francis, ERIC, and South African Journal of Higher Education. It compiles data from peer reviewed articles, educational reports, quantitative and qualitative case analysed publications. Inclusion criteria targeted empirical studies, reports, and reviews explicitly dealing with ICT use and digital literacy in Life Sciences education within the South African university context. A total of 28 relevant studies was selected following PRISMA guidelines, and thematic analysis was employed to synthesize findings across institutional, pedagogical, and individual factors. To bridge the digital divide, South African universities must embed ICT literacy systematically into Life Sciences education teacher preparation programmes through evidence-based strategies that respond to both lecturer and pre-service teachers’ needs.

Keywords: ICT integration, digital literacy, pre-service teachers, Life Sciences education, South African universities.