This study investigated the efficacy of integrating Desmos in mathematics education. It examined the characteristics of selected journal articles, including journal publication, geographical locations, study design, participant profiles, sample focus, and coverage. The study also explored the effectiveness of Desmos integration in enhancing student learning outcomes, shaping attitudes, and improving overall academic achievement. Furthermore, it considered its pedagogical implications in terms of teaching approaches, technology integration strategies, and facilitation of learning. A systematic review served as the primary research methodology, utilizing Harzing’s Publish or Perish, Zotero, and the PRISMA 2020 protocol to systematically identify, evaluate, and screen relevant journal articles. A total of eight studies were included, each offering unique features and insights. The findings indicated that Desmos is both flexible and adaptable in improving instructional practices, supporting the development of effective technology integration plans, and promoting deeper mathematical understanding. Positive outcomes were observed in terms of conceptual learning, student engagement, and academic performance. Despite challenges such as the lack of formal training, Desmos still presents significant potential to advance mathematics education. In light of these findings, the study recommends implementing formal professional development programs to equip teachers with the necessary skills to effectively integrate Desmos. Additionally, more diverse and globally representative studies are needed to ensure broader applicability across educational contexts. The inclusion of more qualitative research is also encouraged to provide a richer understanding of the challenges and nuances of Desmos integration. Teachers are urged to collaborate and share best practices to maximize the effective use of digital tools like Desmos in mathematics classrooms.