<![CDATA[Digital transformation has expanded the possibilities for educational access, communication, and learning resource development. Yet, the educational value of connected devices depends on how, why, and under what conditions they are used. This critical narrative review examines the relationship between digital education transformation, problematic gadget use among school-age learners, and the implications for Sustainable Development Goal 4 (SDG 4), with particular attention to the potential contribution of Minangkabau local wisdom expressed in the philosophy Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK). The review synthesizes literature on problematic smartphone use, learning and attention, digital literacy, school-based technology integration, parental mediation, and culturally grounded character education. The literature indicates that educational technology is not inherently beneficial or harmful: purposeful, teacher-guided use can support learning, whereas off-task, prolonged, and poorly regulated use is associated with distraction and less favourable academic and psychosocial outcomes. These relationships are shaped by individual self-regulation, family practices, school norms, and unequal access to supportive learning environments. The review maps these concerns onto SDG 4 targets 4.1, 4.4, and 4.7 and argues that progress should be assessed not by device access alone but by the quality, equity, safety, and educational relevance of digital participation. It proposes a context-sensitive framework combining digital literacy, pedagogical mediation, family–school partnership, and ABS-SBK-informed ethical reflection. Because the study is a narrative review rather than a systematic review or empirical investigation, the framework should be treated as a conceptual proposition requiring validation in diverse Indonesian educational settings.]]>
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