<![CDATA[The development of digital technology has transformed the learning paradigm, including in English as a Foreign Language (EFL) learning, which demands the integration of digital literacy as a 21st-century competency. This study aims to analyze the integration of digital literacy in high school EFL textbooks and identify the role of the ReadTheory platform in supporting students' digital literacy development. This study used a qualitative approach with a content analysis method for EFL textbooks and the ReadTheory platform based on digital literacy indicators: information access, information evaluation, digital communication, digital content production, and technology use in learning. Data were analyzed using the Miles, Huberman, and Saldaña model through the stages of data reduction, data presentation, and conclusion drawing. The results show that digital literacy integration in EFL textbooks has been implemented, but is not evenly distributed across all indicators. The aspect of digital information access was found to be the most dominant, while information evaluation, digital communication, and digital content production remain relatively low. Textbooks tend to position students as consumers of information rather than producers and do not optimally develop critical thinking skills regarding digital information. In contrast, the ReadTheory platform demonstrates strong potential in supporting digital literacy through technology-based reading instruction that is adaptive, interactive, and provides immediate feedback. This study concludes that the integration of digital literacy in EFL textbooks still needs strengthening, particularly in the areas of critical thinking, digital communication, and content production. Consequently, synergy between textbooks, digital platforms, and innovative learning strategies is needed to enhance students' digital literacy competencies and support the transformation of educational technology in the 21st century]]>
