<![CDATA[Digital literacy has become one of the essential competencies that students must possess to face the challenges of 21st-century education. In the context of learning English as a Foreign Language (EFL), the integration of digital literacy not only supports the development of language skills but also enhances students' ability to access, evaluate, and utilize information effectively through digital media. This study aims to analyze the integration of digital literacy in high school EFL textbooks and examine the use of the ReadTheory platform as a supporting medium for digital-based reading learning. The study used a qualitative approach with a content analysis method for reading materials, learning activities, and assignments contained in the EFL textbooks. Data were analyzed based on digital literacy indicators, which include the ability to access information, evaluate information sources, communicate digitally, create digital content, and utilize technology in the learning process. The results show that elements of digital literacy have been integrated into several learning activities, such as searching for information via the internet, using digital media, and utilizing online learning resources. However, this integration still tends to be limited to the use of technology as a means of obtaining information and has not optimally developed the ability to evaluate information, think critically, and produce digital content. Furthermore, ReadTheory has proven potential in supporting EFL learning by providing adaptive reading, automated feedback, and activities that foster students' reading and digital literacy skills. The development of more comprehensive EFL textbooks that integrate digital literacy aspects is needed to support learning relevant to the needs of the digital age and improve students' readiness to face global challenges.]]>
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