Digital Learning Transformation: An Analysis of the Effectiveness of EdTech Platforms in Enhancing Secondary School Students’ Digital Literacy Transformasi

Abstract

This systematic review synthesizes empirical on the effectiveness of educational technology (EdTech) platforms for improving digital literacy among secondary school students. Digital literacy is defined according to international frameworks as a multidimensional competency set encompassing information and data literacy, digital content creation, communication/collaboration, safety, and problem solving. The review followed PRISMA-aligned procedures to identify peer-reviewed studies, high-quality evaluation reports, and rigorous grey literature addressing secondary-level outcomes. Results show heterogeneous effects: well-implemented adaptive and curriculum-aligned platforms consistently report measurable improvements in specific digital skills and related academic outcomes; however, deployments without adequate teacher professional development, infrastructure, or pedagogical integration often produce limited or neutral results, and in some contexts risk widening equity gaps. Key moderators of effectiveness include pedagogical integration, teacher capacity, device/connectivity reliability, and data governance. Policy implications emphasize mandatory teacher training, equity monitoring, procurement with impact evidence, and standardized digital literacy assessment instruments to enable rigorous cross-context comparison.