<p>Proficiency in design software is essential for students aiming to excel in their studies and future careers. However, there is limited understanding of how to effectively and meaningfully teach and learn design software in higher education. This paper addresses this gap by examining the current state of digital design pedagogy, identifying the various barriers students encounter when learning digital design tools, and analyzing the teaching strategies used in this area. The literature search was conducted following PRISMA guidelines using the Scopus database. Only empirical studies that included interventions in teaching strategies were eligible for our analysis. In total, 25 peer-reviewed papers meeting the inclusion criteria were selected. The descriptive analysis highlighted the diversity in methodologies, populations, sample sizes, digital design tools, assessment methods, and outcome measures used in the reviewed studies. This study offers valuable insights into the learning barriers present in digital design education and reports on teaching strategies that can be adapted to different educational contexts. The results identified nine primary barriers to learning design software in higher education and various solutions proposed to overcome these challenges. Furthermore, we critically analyze the strengths and weaknesses of existing teaching strategies and offer actionable recommendations for enhancing pedagogy in this field. Ultimately, this study helps bridge the gap in understanding the barriers and opportunities associated with teaching and learning digital tools in architecture, design, and wider disciplines.</p>