<![CDATA[Digital ethnoscience offers a way to connect locally grounded knowledge with science learning through digital media, yet evidence on how these resources are designed and what educational outcomes they report remains fragmented. This systematic evidence mapping study, informed by systematic review procedures, maps publication trends, digital platforms, cultural integration strategies, represented cultural and scientific domains, implementation challenges, and reported educational outcomes among early childhood and elementary learners. Searches were conducted in Scopus and ERIC, and the assembled corpus comprises 27 peer-reviewed studies published from 2019 to 2026 for systematic coding. Coding covered participant characteristics, technological tools, ethnoscience themes, integrated science concepts, and reported cultural and learning outcomes. Within the mapped corpus, publication volume was concentrated in 2024 and 2025, which together accounted for 77.8% of the 27 studies. E-modules and digital books (33.3%) and mobile applications and games (25.9%) were the most frequently reported platforms. Problem-based and STEM approaches (37%) were the most common integration strategy, followed by narrative-based and process-based approaches (26% each). Evidence on learning outcomes was uneven: only a minority of studies reported measured improvements, whereas many focused on development, feasibility, usability, or general cultural integration. Pedagogical alignment, technological access, content transformation, and resource-intensive media development were recurrent implementation challenges. Overall, the evidence map shows an expanding design landscape but a thinner evaluative evidence base. It provides a structured view of where development activity is concentrated and where outcome evidence remains limited. Stronger outcome measurement and more transparent study-level reporting are needed before broader claims about effectiveness or long-term cultural continuity can be sustained.]]>
