<![CDATA[The development of digital technology has changed how students access and understand historical information. However, history learning still tends to emphasize memorizing figures, events, and chronology, while the use of technology is often limited to delivering material. This study aims to describe how meaningful, contextual, and critical history learning can be realized in the digital era. The study used a literature review with a descriptive qualitative approach, by collecting, examining, grouping, and synthesizing scholarly sources on history learning, digital technology, contextual learning, meaningful learning, and critical thinking, mainly through Google Scholar. The results show that meaningful history learning requires students to take an active role in finding, analyzing, and constructing the meaning of historical events. Contextual learning connects historical material with students' surroundings, for example through local history such as Muaro Jambi Temple. Digital literacy is needed so that students can evaluate sources, recognize hoaxes, and think critically. The success of technology integration is determined not by the number of tools used, but by the suitability between technology, learning objectives, student activities, and the teacher's role as designer and facilitator. Challenges include teachers' pedagogical competence in using technology, uneven use of ICT, and the reliability of digital sources. Therefore, teacher competence and students' habit of verifying sources need to be strengthened. Keywords: history learning, digital era, contextual learning, critical thinking, digital literacy]]>
