Background: The rapid transformation of digital education requires a deeper understanding of the relationship between digital learning media design, Human-Computer Interaction (HCI), and sustainability principles in supporting effective and long-term online learning implementation. Previous studies have often investigated these aspects separately, resulting in limited integration of technological, pedagogical, and sustainability perspectives.

Aims: This study aims to identify, analyze, and synthesize the relationship between digital learning media design, HCI dimensions, and the sustainability of online learning implementation through an integrated conceptual framework based on existing evidence.

Methods: This study employed a Systematic Literature Review (SLR) following the PRISMA. Literature searches were conducted using the Scopus database for publications from 2016 to 2026. The identification process generated 365, including 356. After removing duplicates and irrelevant records, 353 articles underwent screening. Based on title, abstract, and full-text eligibility assessments, 140 studies were included as the final articles analyzed. Data analysis involved metadata cleaning using OpenRefine, bibliometric analysis using Biblioshiny (RStudio) and VOSviewer, and evidence synthesis supported by Elicit AI.

Results: The findings show that integrating sustainable digital learning media with HCI principles enhances learning outcomes, motivation, engagement, and user experience. Usability, accessibility, and UX quality are key factors influencing technology acceptance and continued use. Institutional support, educator competencies, infrastructure readiness, and inclusive access also contribute to sustainable implementation.

Conclusion: This study develops an integrated framework connecting sustainable digital learning media, HCI, and online learning sustainability. The findings emphasize that successful educational technology adoption requires alignment between user-centered design, technological quality, and organizational support.

Purpose of the study: This study aims to map global research trends on sustainability in digital education systems and identify major themes, collaboration patterns, methodological characteristics, and future research directions related to Sustainable Development Goal 4 (SDG 4).

Methodology: A PRISMA-based Systematic Literature Review (SLR) combined with bibliometric analysis was conducted. Bibliographic data were retrieved from the Scopus database covering publications from 2016 to 2026. Bibliometrix/Biblioshiny and VOSviewer software were used for data analysis, including thematic mapping, collaboration analysis, and research trend identification.

Main Findings: The findings show increasing publications after 2019, with sustainability, digital transformation, innovation, artificial intelligence, and SDG 4 as dominant themes. Technology integration, learning effectiveness, user readiness, and implementation challenges were the main research focuses. Systematic reviews were the most frequently used research design, while empirical validation, longitudinal studies, and policy-oriented research remain important future directions.

Novelty/Originality of this study: This study provides a comprehensive integration of bibliometric analysis and PRISMA-based systematic review to reveal the intellectual structure, thematic evolution, methodological characteristics, and future directions of sustainability research in digital education systems. The findings extend existing knowledge by identifying research gaps and supporting sustainable, inclusive, and evidence-based digital education development.