<![CDATA[Limited Integration of ICT literacy in academic writing remains a key challenge in a higher education. This study aimed to develop a comprehensive framework for ICT literacy using the Knowledge, Skills, and Attitudes (KSA) model. A qualitative scoping review was conducted by analyzing 32 peer-reviewed articles from Scopus and Google Scholar, published between 2016 and 2025. Thematic analysis approach revealed nine key themes: source credibility evaluation, tool awareness, and digital ethics under the knowledge domain; digital research, academic writing with ICT, and collaborative writing under skills; and independent ICT use, adaptability to digital tools, and critical ICT awareness under attitudes. The findings show that students often struggle with evaluating sources, using tools reflectively, and understanding the ethical and epistemic impact of technology on their writing. These findings indicate the need for pedagogically grounded and context-sensitive framework to support digital writing instruction. The framework can inform assessment practices and curriculum development, particularly in cyber-based institution, and has broader applicability to educational settings seeking to strengthen ICT Literacy in academic environments.]]>
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