Background/purpose: In the context of the digital era, students' motivation and engagement have become increasingly influenced by their level of digital skills. This systematic review was conducted to explore how digital competencies impact motivation in e-learning environments, particularly in educational settings. The purpose of the study was to synthesize empirical findings on the relationship between digital skills and students' motivation. Materials/methods: The review followed the PRISMA checklist to ensure a rigorous and transparent methodology. A total of 80 articles published between 2014 and 2024 were initially identified from reputable academic databases and widely used scholarly sources. Strict inclusion and exclusion criteria were applied to focus on peer-reviewed empirical studies examining the effect of digital skills on student motivation. Eleven studies were ultimately included in the final analysis. Results: The analysis revealed a significant positive relationship between digital skills and student motivation. The reviewed studies consistently highlighted that students with higher digital competence demonstrated greater engagement, autonomy, and persistence in digital learning environments. Conclusion: Digital skills are a transformative factor in enhancing motivation and improving the quality of learning experiences. This review confirms the need to integrate digital skills development into educational practices to foster more effective and engaging e-learning environments.