This study aims to systematically examine the relationship between digital literacy, learning motivation, and student learning outcomes through a Systematic Literature Review (SLR) approach based on the PRISMA protocol. The study focuses on identifying empirical findings, the mediating role of learning motivation, the pattern of inter-variable mechanisms, and research gaps for further studies. Data searches were conducted through several leading databases from Scopus with a publication year range of 2015-2025. Of the hundreds of articles searched, only nine articles met the inclusion and exclusion criteria and deserved further analysis. The synthesis results show that digital literacy directly and indirectly has a significant influence on student learning outcomes. Digital literacy increases engagement, learning independence and reflective thinking. Meanwhile, learning motivation, especially intrinsic motivation, plays an important mediating role in strengthening the influence of digital literacy on academic achievement. The pattern of relationships between variables was found to be consistent across different contexts and levels of education, with mechanisms of influence through cognitive, affective and behavioral pathways. The study also revealed several research gaps, including the lack of a longitudinal approach, the lack of integration of comprehensive theoretical models, and the limited geographical context of the study. This study provides theoretical and practical contributions in designing technology-based learning strategies that are more adaptive and sustainable. It is expected that the results of this study can be a reference for researchers, educators, and policy makers in developing effective digital learning designs based on literacy and learning motivation.
Nuriansyah et al. (Wed,) studied this question.
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