<![CDATA[Digital transformation requires education systems to move beyond the technical adoption of platforms and devices toward pedagogically grounded, inclusive, and sustainable learning designs. This article aims to analyse the urgency, planning models, implementation determinants, and digital media strategies needed to strengthen digital learning in Indonesia's twenty-first-century education system. Using a qualitative structured integrative literature review, this study synthesised conceptual, empirical, and policy literature on digital learning, instructional design, TPACK, SAMR, blended learning, learning analytics, artificial intelligence in education, and Indonesian curriculum policy. The data were analysed through content analysis and thematic synthesis to identify recurring concepts, relationships among components, and implications for educational governance. The results indicate that digital learning in Indonesia is shaped by five interrelated dimensions: system context, instructional design, operational implementation, digital media strategy, and continuous evaluation. The study further proposes an integrative conceptual model that connects ADDIE, TPACK, critical SAMR reflection, blended and hybrid learning, and data-informed evaluation within the specific context of Indonesian education. The discussion argues that digital learning should be understood not as media migration but as systemic pedagogical transformation. The study implies that teachers need stronger digital pedagogical competence, institutions need coherent digital learning ecosystems, and policymakers need to ensure equitable infrastructure, ethical data governance, and sustained professional development.]]>
