The Fourth Industrial Revolution (4IR), with its rapid advancements, has had a significant impact on education, especially in the field of engineering education, where teaching and learning practices are being revolutionized by digital technologies such as Artificial Intelligence (AI), Cloud Computing, and Learning Management Systems (LMS). The adoption and use of these new digital technologies at Botswana's tertiary engineering schools is investigated in this systematic review, which focuses on detecting trends, evaluating advantages and successful outcomes, and analysing difficulties encountered in use. Scoping approach was used to perform the review, which involved analysing literature from credible sources such Web of Science, IEEE, Scopus, and Google Scholar that was published between 2017 and 2024. The results show that virtual classrooms and learning management systems (LMS) are the main topics of research, emphasizing their vital significance in supporting distance learning and raising student engagement—especially during the COVID-19 epidemic. Additionally, cloud computing and artificial intelligence are highlighted, highlighting their potential to offer scalable solutions and tailored learning experiences. However, the review identifies several major obstacles that prevent the full integration of these technologies, such as financial constraints, resistance to change among faculty and staff, inadequate training for educators and students, and infrastructure limitations like frequent power outages and poor internet connectivity. The assessment suggests making deliberate investments in infrastructure development, creating all- encompassing capacity-building programs, and modifying curriculum to take advantage of new technology to address these issues. It also recommends that future research concentrate on exploring the ethical implications of digital tools, especially with regard to data privacy and equitable access, as well as conducting longitudinal studies to assess the long-term impact of digital technologies on educational outcomes and the cost-effectiveness of technology integration. To improve the standard of engineering education in Botswana, policymakers, educators, and institutional leaders must take these findings seriously. The potential of digital technology can be fully exploited by resolving the problems that have been highlighted. This will improve educational achievements in the area and prepare students for the needs of the Fourth Industrial Revolution. Students pursuing engineering degrees will be more equipped to meet the demands of the labour market in the future.