<![CDATA[Digital literacy competence has become increasingly relevant to character education as students’ learning, communication, and social interaction are progressively mediated by digital technologies. This systematic literature review examines the relationship between digital literacy competence and student character building and identifies the educational mechanisms shaping this relationship. Sixteen studies published between 2020 and 2026 were systematically mapped and synthesised, including quantitative, qualitative, developmental, case-study, literature-review, and previous systematic-review research. The findings indicate a consistent positive relationship between digital literacy and various character dimensions, including religious character, morality, media ethics, politeness, responsibility, discipline, independence, and civic virtue. The magnitude of relationships varied substantially across quantitative studies, indicating that digital literacy should not be treated as a single determinant of character. Its contribution is shaped by critical information evaluation, ethical awareness, self-control, teacher mediation, school culture, parental guidance, authentic learning activities, and value internalisation. The review concludes that character-oriented digital literacy needs to extend beyond technical proficiency by integrating critical, ethical, safe, responsible, and reflective use of technology within students’ learning and social experiences.]]>
