<![CDATA[The development of digital technology has expanded the availability of learning resources in history education. However, the increasing availability of digital information does not automatically improve students’ historical literacy because students still need the ability to evaluate sources, understand historical contexts, and interpret evidence critically. This study aims to examine the utilization of digital and non-digital learning resources in history education and analyze their potential contribution to improving students’ historical literacy. This study employed a literature review method by examining relevant scholarly publications concerning digital history, historical learning resources, historical thinking, historical literacy, museums, historical sources, and technology-supported history learning. The selected literature was analyzed thematically based on the role of digital resources, the role of non-digital resources, the development of historical literacy and historical thinking, the integration of different learning resources, and the challenges of their implementation. The review indicates that digital resources can provide broad access to historical information through digital archives, educational videos, digital maps, virtual museums, digital storytelling, and online historical sources. Meanwhile, non-digital resources such as textbooks, historical documents, photographs, artifacts, museums, and historical sites provide authentic and contextual experiences with historical evidence. The findings suggest that integrating digital and non-digital learning resources can create a more comprehensive history learning experience by encouraging students to access, compare, evaluate, and interpret historical sources. The effective implementation of these resources requires teacher guidance, source evaluation skills, adequate learning facilities, and learning activities that emphasize historical inquiry and critical thinking.]]>
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