<![CDATA[The integration of Information and Communication Technology (ICT) in Basic Education still faces substantial challenges, primarily due to the scarcity of structured and contextual media classification guidelines, which hinders teachers' pedagogical decisions. This study aims to fill this gap by formulating a typology of ICT-based learning media that is relevant and applicable for the Basic Education level. Using the Systematic Literature Review (SLR) method, searches were conducted on the Scopus, Web of Science, ERIC, and Google Scholar databases spanning the years 2015–2024. From the initial 1,243 filtered hits, 65 scholarly articles met the inclusion criteria and were conceptually analyzed. This research successfully synthesized and formulated the Three-Dimensional Typology of ICT-Based Learning Media, which is classified based on Interaction Nature, Pedagogical Function, and Technology Type. Specific findings indicate that 42% of the analyzed literature predominantly focuses on media in the form of educational games and interactive simulations. The main findings conclude that the effectiveness of ICT media in Basic Education is highly dependent on Dimension I (Interaction Nature) and Dimension II (Pedagogical Function). The most optimal media are those that are Fully Interactive and function as a tool for Drill/Practice or Simulation/Exploration, which align with the cognitive development needs of elementary school-aged students. This typology provides a theoretical contribution by offering a systematic and evidence-based framework for educators and curriculum developers in strategically selecting, designing, and implementing ICT media to improve the quality of learning]]>
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