<![CDATA[The utilization of digital archives holds potential to enhance primary source literacy, yet its pedagogical integration with Contextual Teaching and Learning (CTL) remains largely examined in isolation. This study aims to analyze the theoretical potential and epistemological boundaries of digital archives as historical evidence, map their application across the seven components of CTL, and formulate a Digital Archive-Integrated CTL conceptual synthesis. Employing a qualitative literature review method adapting the PRISMA framework, a search across four academic databases (Scopus, Google Scholar, Garuda, and SINTA) yielded N = 250 articles, from which n = 20 final articles were selected through a screening process as the primary units of analysis. Data were analyzed using qualitative thematic analysis and conceptual mapping. Findings indicate that digital archives serve to facilitate historical reasoning (sourcing, contextualization, and corroboration). The characteristics of digital archiving functionally connect with the seven components of CTL (constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment). The novelty of this study lies in formulating a conceptual synthesis that transforms digital archives from passive repositories into structured active pedagogical instruments. These findings offer pedagogical implications for history teachers in designing contextual and critical primary source-based learning.]]>
