Interactive-Based Media and Effective Learning Strategies to Improve Students' Digital Literacy: A Structured Literature Review

This structured literature review examines the role of interactive-based media and learning strategies in improving students' digital literacy, focusing on secondary education. Through a systematic analysis of 19 peer-reviewed studies (2018–2024), the study identifies key approaches such as TPACK, project-based learning, and augmented reality (AR) that enhance digital literacies like information evaluation, content creation, and ethical technology use. Findings reveal that while digital tools significantly boost engagement and literacy skills, their effectiveness depends on contextual design, teacher readiness, and institutional support. Challenges such as infrastructure gaps, uneven teacher training, and curriculum misalignment persist, particularly in public schools. The study offers strategic recommendations, including practice-based teacher development, culturally responsive media, and policy reforms to bridge disparities. By synthesizing trends and gaps, this review provides a foundation for adaptive digital literacy frameworks, emphasizing the need for holistic, interdisciplinary integration in education. The results hold implications for educators, policymakers, and researchers seeking to align pedagogy with the demands of 21st-century digital citizenship.