Despite the importance of Student-Centered Learning (SCL), limited information exists in the literature on how SCL can be facilitated by various educational technologies. This study, therefore, explores the literature to investigate the role of educational technology in supporting SCL. Particularly, it builds on the American Psychological Association (APA) learner-centered principles framework, and a classification inspired by John Dewey on technologies that support student learning. Specifically, this study conducts a systematic literature review of literature reviews focusing on student-centered learning to reveal research trends, gaps and future directions related to the factors and principles of SCL and the classifications of technologies in SCL environments. The obtained results found that cognitive and metacognitive were the most covered SCL factors, followed by factors related to motivational, affective and individual differences. Additionally, technologies for management were the most utilized in SCL environments and supported both cognitive and metacognitive, as well as motivational and affective factors and principles of SCL. The findings further revealed several challenges when adopting SCL, such as pedagogical, environmental, technological, curriculum, or social related.