In response to the increasing importance of digital literacy in secondary education, this study presents a bibliometric analysis of research on digital literacy in high schools published between 2007 and 2024. Based on 187 peer-reviewed documents indexed in the Scopus database, the study employs Biblioshiny and VOSviewer to examine publication trends, influential authors, leading institutions, primary publication sources, and thematic developments within the field. The results indicate a clear upward trend in scholarly output, with an average annual growth rate of 23.86% and a marked increase during the COVID-19 pandemic. This period appears to have intensified academic attention to digital learning and digital competencies. Although the United States and Indonesia account for the highest number of publications, countries such as Italy, Australia, and Canada show higher citation impact, suggesting differences between research productivity and scholarly influence. Thematic mapping highlights dominant research foci on digital competence, online learning, and media literacy, while areas such as computational thinking, identity formation, and robotics remain comparatively underexplored. Overall, the study outlines the evolving intellectual landscape of digital literacy research in high schools and points to several gaps that may inform more focused and methodologically diverse future research in increasingly digitalized educational settings.