<![CDATA[Digital literacy is increasingly recognized as a key competency for supporting higher-order thinking skills in digital learning environments. Among these skills, analytical thinking is essential for evaluating information, constructing arguments, and solving complex problems. This study aimed to synthesize empirical evidence regarding the relationship between digital literacy and analytical thinking skills and to identify the associations between their respective dimensions. A systematic literature review was conducted using the PRISMA framework. Relevant studies published between 2013 and 2022 were identified, screened, and analyzed to examine the reported outcomes of digital literacy and their relationships with analytical thinking skills. The review revealed that digital literacy was most frequently associated with analytical thinking skills (52%), followed by information evaluation (17%), critical thinking (13%), decision-making (4%), self-efficacy (4%), epistemic cognition (4%), and the abilities to interpret, conclude, and present data (2%). Analysis of dimension-level relationships showed that the strongest association occurred between the evaluating dimension of digital literacy and the analyzing arguments dimension of analytical thinking. Conversely, the weakest associations involved integrating and communicating dimensions in relation to examining ideas and identifying arguments. Digital literacy plays a significant role in fostering analytical thinking and related cognitive abilities. Strengthening learners’ capacity to critically evaluate digital information appears particularly important for developing analytical reasoning in contemporary educational contexts.]]>
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