Abstract
Critical academic reading skills are essential in higher education, yet many students face challenges in developing them because of language-related limitations, including restricted vocabulary, and non-linguistic factors such as low confidence, limited engagement, and insufficient instructional support. Although interest in digital learning continues to grow, a research gap remains in theory-based instructional models that integrate web-based components to support the acquisition of higher-order critical academic reading skills. This review addresses that gap through a systematic literature review (SLR) conducted in accordance with the PRISMA 2020 guidelines. The review identified six critical recurring web-based components: interactive multimedia, online discussion forums, gamification, adaptive learning, automated feedback, and digital critical reading pedagogy. Beyond identifying these components, the review explains how they function cognitively and affectively to support critical reading processes such as inferencing, argument evaluation, and metacognitive monitoring. Grounded in constructivism, self-determination theory, cognitive load theory, and personalisation principles, the findings inform a theory-driven instructional model that demonstrates how web-based components can be designed to support critical academic reading. This review contributes theoretically by showing that digital tools are most effective when aligned with pedagogical goals rather than added in isolation. The findings also provide direction for future research and instructional practice.