<![CDATA[To address the underexplored intersection between interactive digital media and the PBL model in elementary science, this study aims to map the types and characteristics of interactive digital media and identifying the constraints and recommendations for their implementation in PBL-based science instruction in elementary schools. The method employed is a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Article searches were conducted through Google Scholar and Publish or Perish from 2021 to 2026, yielding 37 final articles analyzed using narrative synthesis techniques. The findings identified 20 types of interactive digital media, which were classified into five functional groups: presentation/design tools (e.g., Canva, PowerPoint), gamified quizzes (e.g., Quizizz, Wordwall), narrative digital media (e.g., digital comics), immersive technologies (e.g., Augmented Reality), and interactive e-books/flipbooks. Canva was the most dominant platform (29.72%), with media usage heavily concentrated in upper grades (IV and V), while no articles addressed grades I–II or utilized Learning Management Systems. The main implementation constraints include limited internet infrastructure, inadequate teacher competencies in developing digital media, and the varying digital literacy readiness of students. The proposed recommendations encompass developing offline media, providing continuous teacher training, and conducting further research with stronger designs and broader scope. By systematically classifying the media and synthesizing contextual barriers, these findings provide a comprehensive evidence-based map for teachers and policymakers to strategically select and develop interactive digital media suitable for the PBL context in elementary schools.]]>
