Background: The integration of digital technologies into history education represents a fundamental transformation in pedagogical practice, yet comprehensive evidence synthesis regarding its effectiveness remains absent from the scholarly literature. This systematic review addresses this critical gap by evaluating empirical evidence on digital history teaching effectiveness at the undergraduate level. Methods: Following PRISMA 2020 guidelines, we conducted a systematic search of the Scopus database spanning 2013 to 2025. Inclusion criteria encompassed empirical studies involving undergraduate students (aged 18+) that evaluated digital interventions in history education. Two independent reviewers performed screening and data extraction, with discrepancies resolved through consensus. Results: From 46 initially identified records, six studies met inclusion criteria after rigorous screening. The included studies employed diverse digital interventions ranging from collaborative wiki platforms to augmented reality applications. Analysis revealed consistent positive effects on student engagement (100% of studies), moderate improvements in historical knowledge acquisition (67% of studies), and enhanced development of critical thinking skills through primary source analysis. Notably, studies incorporating TPACK (Technological Pedagogical Content Knowledge) frameworks demonstrated superior outcomes in both cognitive and affective domains. Conclusions: Digital technologies demonstrate substantial potential for enhancing history education, particularly in fostering student engagement and developing analytical capabilities. However, the evidence base remains limited by methodological heterogeneity and absence of long-term follow-up studies. Future research should prioritize randomized controlled designs and standardized outcome measures to establish more robust evidence for digital history pedagogy. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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