<![CDATA[Digital technology can widen access to information and multimodal expression, but it can also reproduce cultural exclusion when classroom innovation ignores learners' languages, identities, places, and community knowledge. This integrative review examined how culturally responsive digital learning can incorporate local diversity into social studies education. The review followed five stages: problem identification, literature search, data evaluation, thematic analysis, and synthesis. Peer-reviewed studies published between 2014 and August 2026 were identified through publisher databases, ERIC, DOAJ, institutional repositories, and reference chaining. Sixteen core empirical studies were retained because they addressed culturally responsive or sustaining pedagogy, technology-supported learning, local history or wisdom, digital storytelling, multicultural inclusion, or student cultural authorship. Five findings emerged. First, local diversity functioned as disciplinary knowledge that connected social studies concepts with identity, place, memory, institutions, and power. Second, digital storytelling, interactive e-books, digital history texts, and collaborative platforms enabled multimodal cultural representation. Third, outcomes were stronger when students became researchers and authors rather than passive technology users. Fourth, critical examination of representation, platform bias, missing voices, and cultural ownership was necessary to prevent tokenism and stereotyping. Fifth, teacher competence, community partnership, equitable access, consent, and reflection determined whether innovation became culturally meaningful. The review proposes the MOSAIC model: Map diversity, Open the curriculum, Source and safeguard knowledge, Author multimodal inquiry, Interrogate representation, and Circulate through dialogue and action. Technology should therefore support locally grounded social inquiry rather than merely digitize conventional instruction.]]>
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