<![CDATA[This article develops a conceptual framework for designing digital Integrated Social Studies learning to support university student’s learning motivation through Attention, Relevance, Confidence, and Satisfaction (ARCS). A focused narrative synthesis examines eight selected sources: one theoretical book and seven journal articles concerning ARCS, digital learning, digital literacy, and Social Studies education. Publication details and accessible descriptions of contexts, approaches, and findings were checked through publisher and journal pages and an article repository. The synthesis connects each ARCS dimension with disciplinary learning goals, proposed activities, and evidence for future evaluation. The resulting framework links attention with guided investigation of social issues, relevance with students’ contexts and interdisciplinary concepts, confidence with staged tasks and transparent assessment criteria, and satisfaction with feedback and opportunities for revision. A proposed learning sequence uses comparison of digital sources on a social issue, analysis from multiple disciplinary perspectives, and a short evidence-based recommendation. The framework also distinguishes learning performance, observable participation, and self-reported motivational experiences. This conceptual contribution offers a basis for designing and evaluating learning activities. Its implementation and effects on motivation in Integrated Social Studies courses require subsequent empirical validation.]]>
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