<![CDATA[The rapid development of digital learning resources has transformed reading instruction. However, many digital texts used in classrooms remain disconnected from students' local cultural and social environments, and empirical research on how such locally grounded materials function in critical reading instruction remains limited. This study addresses this gap by examining the role of local context-based digital texts in fostering critical reading skills among secondary school students. The urgency of this research lies in the growing need for reading materials that are not only digitally accessible but also culturally relevant and cognitively challenging. The objective of this study is to explore how local context-based digital texts are utilized in critical reading instruction and how students respond to such materials. This research employed a qualitative case study approach involving 25 students and one junior high school. Data were collected through three sources: (1) classroom observations to document student engagement during reading activities, (2) document analysis of students' written reading responses to assess their critical reading performance, and (3) in-depth interviews with the teacher to capture pedagogical perceptions and challenges. The findings reveal that the use of local context-based digital texts was associated with higher student engagement, as students actively connected textual content with their everyday experiences and prior knowledge. Document analysis further demonstrated students' critical reading performance, particularly in their ability to interpret and reflect on the texts. Teacher interviews confirmed these observations but also identified challenges, including limited digital infrastructure and varying student reading proficiency. This study concludes that integrating local context into digital reading materials offers a promising pedagogical strategy for critical reading instruction within the specific context of this case study. However, these findings are limited to the 25 students and one junior high school examined and should not be generalized to other settings. The contribution of this research lies in providing an empirical account of how culturally responsive digital literacy practices can be implemented in a local classroom context, offering practical insights for teachers and curriculum developers in similar educational environments.]]>
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