In reference to blockchain, Agbo et al. [25] examined intelligent learning environments, conducting a bibliometric study. In addition, Ali et al. [26] introduced blockchain model to support easy application for certificates. Alzahrani et al. [1] indicated the limited blockchain adoption in support of IES quality. Moreover, Panachev et al. [9] investigated the use of blockchain and game approach in higher education institutions.

In addition, Walcott-Bryant et al. [27] designed a digital healthcare portfolio platform to enable quality and continuity of care. Subsequently, Liang et al. [28] proposed a blockchain network architecture based on the complexity of education scenarios. Furthermore, Kapliienko et al. [29] provided an analysis of data stored in the existing system of diploma verification.

In addition, Sowmiya et al. [14] described the growing popularity of Internet of Things (IoT) systems in monitoring physical attendance. Castro et al. [5] considered that linking blockchain and higher education diplomas can positively impact students around the world. Next, Woods et al. [30] explored the implications for higher education caused by disruptions brought about by changes in the sector.

Subsequently, Ist et al. [31] analyzed the Italian status quo in DH Methods. The Italian Young Medical Doctors Association (Segretariato Italiano Giovani Medici (SIGM)) proposed a web-based survey to assess DH awareness and previous knowledge among young doctors. Investigated areas were big data, omics technology and predictive models, artificial intelligence (AI), internet of things, telemedicine, social media, blockchain, and clinical data storage.

For instance, Jordaan et al. [32] studied the model, LinkLearn, which implements blockchain principles. In addition, Kumaresh et al. [33] described the use of technology to share academic records and student achievement. Furthermore, Tyagi et al. [34] covered technology in various sectors, such as agriculture, social media, banking, education, etc. In addition, Hidrogo et al. [35] developed projects, such as virtual reality zones. Moreover, El-Dorry et al. [36] presented a system for the counterfeiting problem. Similarly, Yue et al. [37] analyzed the influence of blockchain technology on higher education.

Meanwhile, Zhang et al. [38] explored the application of technology to improve the pedagogical information management system in higher education. Chehade et al. [39] discovered a variety of information support consumer education. Interestingly, Ceke et al. [40] explored the possibility of applying intelligence in creating and issuing diplomas.

On top of that, Bolsens et al. [41] described the need to improve the efficiency of organizations with the use of technology. Another point is that Priya et al. [42] indicated that a proposed system model should provide high performance, high efficiency, and low cost, together with the minimum amount of processing time. By detecting anomalies using ML algorithms, the trustworthiness of the documents involved, and transparent transactions are assured. In addition, Abougalala et al. [43] discussed the use of blockchain in smart universities.

In the same way, Awaji et al. [3] examined blockchain applications and summarized the challenges for future studies. Meanwhile, Sharma et al. [44] understood the application of blockchain technology in education. Moreover, Vidal et al. [45] proposed an application for issuing certificates using blockchain technology.

Furthermore, Liang et al. [28] described an educational consortium blockchain-based network. Shukla et al. [46] proposed a model to verify the academic credentials and certificates submitted by students. Additionally, Lizcano et al. [8] proposed a training model to adapt its teaching to the specific needs of students. on the other hand, Zhao et al. [47] proposed a system to identity information in ciphertext form. In addition, Vidal et al. [48] identified, analyzed, and tested the independence, certificate process. Because of that, Pfeiffer et al. [49] presented technologies for storing student data. Another point is provided by Ronaghi et al. [7], assessing the maturity of blockchain technology in agricultural education. Above all, Paraschiveanu et al. [50] featured an article with overviews of the impact of blockchain features.

Indeed, Wishnow et al. [51] conducted research to identify emerging technologies for the oil and gas industry in the coming years. Complementarily, Mori et al. [52] proposed a digital university enrollment system using smart blockchain contracts. Eventually, Ocheja et al. [22] investigated learning records in educational institutions. According to Liu et al. [53], investigated her on the problems of applying blockchain technology. Hou et al. [54] proposed a method for sharing educational resources using blockchain platform. Moreover, Smirnov et al. [55] addressed the dominant role of the consumer in emerging markets using technology.

In addition, Vidal et al. [45] proposed an approach using the blockchain technology at the University Fernando Pessoa. Furthermore, Ricci et al. [56] described that this technology use by individuals could improve awareness and financial education in Ethiopia. Further, Seneviratne et al. [57] presented a high level overview of mobile health (mHealth). In addition, Narman et al. [58] determined the education levels of investors or users who are interested in eight cryptocurrencies by using seven readability techniques. On top of that, Turlacu et al. [59] emphasized that universities should no longer be lagging on technology compared with other sectors.

Although this is not yet explored, new technologies as the next-generation security, the blockchain, cloud, AI conversational interface, and digital credentials can be a leverage for different industries. Above all, Oliveira [60] considered that blockchain technology has emerged as a disruptive trend that can influence business, government, and society in the coming years. In addition, Ma et al. [61] proposed a new model that combines smart contracts.

On the other hand, Fernández et al. [62] observed that the dimension of the cooperative banks influences their perception of the digital transformation in the cooperative banking sector. In this sense, the cooperative banks that affirmed the existence of a wide margin of improvement in the operational scope have a smaller dimension and more seniority than the rest of the sample. Above all, Kamisalic et al. [24] presented different aspects within the educational domain from a case study. Furthermore, Huynh et al. [4] described a proposed model for issuing and verifying digital currency built on blockchain technology.

Similarly, Cheng et al. [21] proposed the digital certificate system based on blockchain technology. In addition, Ritzer et al. [63] reinforced the importance of universities in relation to digital approaches. However, Swan [23] discussed the role of blockchains in next-generation artificial intelligence systems, notably deep learning blockchains. Finally, Neilson et al. [64] provided a set of Bitcoin tutorials for students. The syntheses of authors and blockchain applications are presented in the Table 6.