The influence of digital literacy on student engagement and academic achievement

This study aims to analyze the influence of digital literacy and learning styles on the academic achievement of Gen Z students in Asahan Regency. Rapid developments in digital technology require students to have good digital literacy skills and appropriate learning styles in order to achieve optimal academic performance. This study uses a quantitative approach with a survey method. The research population consisted of all Gen Z students in Asahan Regency, with a simple random sampling technique used. Data were collected through questionnaires that had been tested for validity and reliability. Data analysis was performed using multiple linear regression analysis with the help of statistical programs. The results showed that digital literacy had a positive but insignificant effect on student academic achievement. In addition, learning style also has a positive and significant effect on student academic achievement. Simultaneously, digital literacy and learning style have a significant effect on the academic achievement of Gen Z students in Asahan Regency. This study is expected to be taken into consideration by educational institutions in improving student academic achievement through strengthening digital literacy and developing effective learning styles. Keywords: Digital Literacy, Learning Style, Academic Achievement, Gen Z Students

General Background: The growing integration of Artificial Intelligence (AI) in higher education has introduced new opportunities for digital learning and academic support. Specific Background: Along with AI adoption, students’ academic achievement is also associated with internal learning capacity such as self-regulated learning, digital literacy, and the management of study load. Knowledge Gap: However, limited studies examine these variables simultaneously within a single analytical framework to understand their relationship with academic achievement. Aims: This study analyzes the relationship between Artificial Intelligence usage frequency, self-regulated learning, digital literacy, study load, and student academic achievement. Results: The findings indicate that the frequency of AI usage does not show a significant relationship with academic achievement, while self-regulated learning, digital literacy, and study load show significant positive relationships with student academic achievement. Digital literacy and study load also do not moderate the relationship between AI usage frequency and academic achievement. Novelty: This study proposes an integrated conceptual examination of Artificial Intelligence usage together with self-regulated learning, digital literacy, and study load in explaining student academic achievement. Implications: The results suggest that universities should prioritize strengthening self-regulated learning, improving critical digital literacy, and designing proportional study loads to support the optimal use of AI in the academic learning process. Highlights • Self-regulated learning shows a positive relationship with student academic performance.• Digital literacy and study load are associated with higher academic achievement levels.• Artificial intelligence usage frequency is not the primary determinant of academic scores. Keywords Artificial Intelligence; Self-Regulated Learning; Digital Literacy; Study Load; Academic Achievement

This study explored the mediating effect of student engagement on the relationship between deep approach to learning and academic achievement in Science among Grade 10 students from four private secondary schools in the Mati City Division, Davao Oriental. Descriptive and correlational methods, with mediation analysis, were employed to achieved the study objectives. A total of 117 Grade 10 students from the identified schools in the research locale were requested as research respondents. Adapted survey instruments were utilized to determine the extent of student engagement and level of deep approach to learning. On the other hand, a researcher-made summative test that underwent reliability test was utilized to determine students’ academic achievement in science. The results showed that students exhibited a high level of deep approach to learning and a very high academic achievement. Furthermore, student engagement was found to be highly extensive. Correlational analysis revealed significant relationships between the deep approach to learning and academic achievement in Science, between student engagement and academic achievement in Science, and between student engagement and deep approach to learning. Additionally, the study found that student engagement partially mediates the relationship between deep approach to learning and academic achievement of students in Science. These findings suggest that academic achievement can be considerably improved when students proactively adopt deep learning approaches. These strategies, combined with the facilitating role of teachers, prompt students to deepen their engagement across cognitive, emotional, and behavioral dimensions, thereby fostering a more holistic and effective learning experience. KEYWORDS: Science Education, Deep Approach To Learning, Student Engagement, Academic Achievement, Grade 10 Students, Descriptive And Correlational, Mediation Analysis, Mati City, Davao Oriental, Philippines

This study explores the relationship between digital literacy and college students' academic achievement and focuses on the mechanism of learning adaptation and online self-regulated learning. A total of 894 college students were tested using digital literacy, learning adaptation, self-regulated learning, and academic achievement scales. SPSS 26.0 and Amos 24.0, structural equation modelling were used to examine the direct and interactive effects of these variables on academic achievement. The findings demonstrated that digital literacy significantly and positively predicted college students' academic achievement. Furthermore, both learning adaptation and online self-regulated learning were found to individually mediate this relationship. Notably, a sequential chain mediation was also confirmed: digital literacy enhanced learning adaptation, which subsequently fostered online self-regulated learning, ultimately leading to improved academic achievement. The results suggest the important factors affecting the academic achievement of college students, help improve their academic achievement, and provide useful suggestions for the education and teaching strategies of higher education management departments and educators.

In the current 4.0 revolution, the digitalization of information and communication which continues to develop massively and dynamically is both an opportunity and a challenge in empowering Indonesia's young generation as national assets. Digital technology is widespread, but not yet used effectively and meaningfully. Misuse of digital technology can occur and can endanger all aspects of life. As a result, digital literacy needs to be improved in every aspect of life, especially in the field of education. Digital education has great potential to increase digital literacy as a means of improving reading and writing skills. Apart from that, digital literacy plays an active role in strengthening national identity through mastery of science and technology and extensive use of the Indonesian language. Digital literacy refers to the knowledge and skills of using digital media to obtain information and express ideas in a legitimate way. Therefore, digital literacy must be used and incorporated into the learning process. The goal of learning Indonesian in schools and the National Literacy Movement is to be fully achieved because the use of digital literacy will enable creative, innovative and fun learning innovations. The purpose of this article is to discuss the role of literacy in learning Indonesian in the digital era. This article discusses how the development of literacy skills in Indonesian language learning changes with the development of digital technology. In addition, the main challenges in building effective literacy skills when learning Indonesian in the digital era are also discussed. This article also explores how the role of literacy in Indonesian language learning impacts students' reading, writing and critical thinking abilities in the digital era.

Hybrid learning is a learning design approach that has been widely used by educational institutions by combining face-to-face learning components and technology-based learning pedagogy. In practice, hybrid learning demands to produce the same quality of academic achievement as face-to-face learning, so it requires special attention from lecturers to create meaningful learning experiences for students. This study specifically aims to analyze and evaluate academic performance in hybrid learning by exploring several factors, such as digital literacy, academic efficacy, and student engagement. This research was followed by 107 pre-service teacher students who participated in hybrid teaching spread across four different provincial regions. The data collection instrument used was a questionnaire, and academic achievement was measured through a Grade Point Average (GPA).  The data analysis used in this study was path analysis. The results of this study reveal that student involvement is an important factor that affects academic achievement. In addition, digital literacy and academic self-efficacy indirectly affect academic performance through increased active social-emotional involvement of students in synchronous and asynchronous learning designs.

To evaluate effectiveness of newly developed scenario-based learning (SBL) module considering students' academic achievement, in-class engagement and learner/teacher satisfaction. Third year students in six-year medical education program, who have pre-experiences in problem-based learning, studied in small groups with facilitators throughout a week allocated for SBL module. SBL processes, student/facilitator roles, and expectations were explained to students and facilitators in online trainings before implementation. Three online discussion sessions were scheduled, but the groups were allowed to organize extra online meetings. The students provided with learning objectives were asked to create a PBL scenario with facilitator's guide including answers of scenario questions, evidence-based information, and tips for facilitators. Evaluated outcomes were learner/teacher satisfaction, students' academic achievement and engagement. Satisfaction was determined using semi-structured feedback forms. Generated scenarios were assessed using a checklist. A written exam was performed to assess students' knowledge and reasoning skills. Student engagement during the sessions was evaluated using forms completed by facilitators and students. SBL module outcomes were compared to students' GPA and former PBL outcomes. Mean scenario evaluation, student engagement and satisfaction scores were around 90%. Mean scores for facilitator satisfaction and whole module success were around 80% and 77% respectively. Academic achievement and student satisfaction were higher in SBL compared to GPA and previous PBL modules. Facilitator satisfaction and student engagement did not differ between SBL and PBL. Student satisfaction and academic achievement are higher in online SBL compared to PBL without any differences in in-class engagement and facilitator satisfaction.

The digitalization era is developing rapidly in Indonesia. The pandemic that occurred accelerated digital transformation in various fields. Various digital platforms were developed to support the continuity of education during the pandemic so that they could develop digital skills and improve the status of digital literacy in Indonesia. In addition to the positive impacts, there are also negative impacts from the development of digital transformation. The National Cyber and Crypto Polytechnic which focuses on information security is committed to encouraging increased digital skills and literacy in the surrounding community. Therefore, this time the National Cyber and Crypto Polytechnic located in Bogor Regency began to focus on developing digital skills and literacy among high school students or equivalent in Bogor Regency. The students' digital literacy status was first measured and then the right program or activity was determined to develop their digital skills and literacy. The digital literacy status was measured based on four pillars, Pillar 1 Digital Skill, Pillar 2 Digital Ethics, Pillar 3 Digital Safety, and Pillar 4 Digital Culture. Data collection was carried out by giving questionnaires to 276 high school students or equivalent who used the internet in Bogor Regency. Students give a score to each statement and then the score will be calculated as an average per pillar. The digital literacy index is obtained from the average score of all pillars. The digital literacy index result is 3.14 which is higher than the West Java digital literacy index of 2.78. In addition, pillar 2 Digital Ethic has the lowest score among the four pillars so that the next program is expected to aim to increase this score.

Writing scientific articles that are integrated with learning biology is still rarely done. On the other hand, students' critical thinking skills need to be developed. One of the efforts is to develop students' thinking skills by writing scientific articles by optimizing digital and information literacy use. Scientific articles are used as student assignments in learning conservation and environmental knowledge through the group investigation learning model. This study aims to determine the effect of writing scientific articles through optimizing digital and information literacy on students' critical thinking skills. The method used in this research is quantitative with a non-experimental explanatory design. Data collection using a questionnaire with a Five Point Likert Scale. There were 43 respondents, of which 100 percent of the completed questionnaire was usable for further analysis. Data analysis in this study used a structural equation model with a partial less square analysis technique (SEM-PLS) using smart-pls 3.2.7 software at a significance level of 5% to predict the hypothesis. Structural Equation Modeling Estimation Shows that Digital Literacy, Information Literacy, and Article Writing Affect Students' Critical Thinking Skills. These findings indicate that writing scientific articles through optimizing digital and information literacy has an effect on students' critical thinking skills. Therefore, writing scientific articles through optimizing digital and information literacy is one method to improve students' critical thinking skills. The implication in the world of education, writing scientific articles through optimizing digital and information literacy can be used as an alternative task for students to improve critical thinking skills.

The development of digital technology has had a significant impact on the world of education, including the learning process of Islamic Religious Education (PAI). PAI teachers are required not only to master religious material but also to possess digital literacy skills to be able to guide students in facing the challenges of the modern era. Digital literacy in this context goes beyond the technical ability to use technology, but also encompasses ethical, critical, and religious understanding of media. Thus, PAI teachers play a crucial role in shaping a generation that is not only digitally literate but also able to use technology wisely in accordance with Islamic values. This study used a library study method by reviewing various literature related to digital literacy, the role of teachers, and Islamic education. The results of the study indicate that PAI teachers have a strategic role in three main aspects: as guides of digital ethics, facilitators of technology utilization in learning, and role models in the wise use of digital media. This aligns with the needs of education in the era of the Industrial Revolution 5.0, where technological mastery must be balanced with the instilling of spiritual and moral values. Challenges that arise include limited teacher digital competence, limited resources, and the rapid flow of negative information that has the potential to damage students' character. However, with the right strategies such as integrating Islamic digital literacy into learning, digital training for teachers, and collaboration with parents, Islamic Religious Education teachers can shape a digitally literate generation that is intelligent and has an Islamic character, so that they are ready to face the complex dynamics of global life.

The development of digital technology in the last decade has brought significant changes in the world of education, including how students access and understand literary literacy. In Indonesia, even though access to digital reading materials is getting easier, the reading interest of elementary school students is still relatively low. This study aims to measure the effectiveness of digital literary literacy in increasing the reading interest of Elementary School students, especially in Indonesian subjects. This study also explores the factors that support the successful implementation of digital literary literacy and how students' perception of literary texts in digital format is compared to traditional print formats. Through an approach that combines literary literacy with digital technology, this research offers a new approach to increasing students' interest in reading and understanding literary texts. Using digital reader applications, interactive platforms, and multimedia is considered a strategy that can make literary learning more interesting and relevant for the digital generation. However, the main challenge is ensuring the depth of student engagement and understanding when reading digital texts that tend to be shorter and shallow. The result shows that as many as 81% of the teachers totally agree that digital literacy makes it easier to access the various types of literary text, and more than 90% agreed that digital literary literacy helps and improves student helps students to be more involved in overall literary learning. While in practice, the results of this research can guide educators in designing more effective learning strategies. Thus, this research offers a new perspective to increase students' interest in reading through integrating literary literacy and digital technology.

Religious literacy is a crucial competency for individuals in the twenty-first century, particularly in responding to the rapid development of digital technology that significantly influences religious understanding, attitudes, and practices. Nevertheless, Indonesia continues to face challenges related to low levels of literacy, including religious literacy and digital literacy among students. This study aims to examine and analyze the role of teachers in cultivating digital religious literacy among students in the twenty-first century so that they are able to engage with digital religious information in a critical, ethical, and responsible manner. The research employs a Systematic Literature Review (SLR) method by analyzing various academic sources, including reputable journal articles, scholarly books, official regulations, trusted websites, and other relevant literature related to religious literacy, digital literacy, and the role of teachers in education. The findings indicate that teachers play a strategic role in developing digital religious literacy through curriculum integration, the application of critical digital pedagogy, modeling ethical behavior in digital media use, and guiding students in evaluating the credibility of religious information in digital spaces. Furthermore, teachers contribute to fostering students’ reflective abilities, religious moderation, and tolerance within digital religious discourse. The implications of this study highlight the importance of strengthening teachers’ digital and religious competencies through continuous professional development to address the challenges of digital religious literacy in the digital era.

The purpose of this study was to investigate how digital literacy influences students' motivation and Fiqh academic achievement at MA Badrul Islam Gulung. A quantitative descriptive correlational approach was employed, with a sample of 23 purposively selected twelfth-grade students. Data were collected using questionnaires to assess digital literacy and motivation, semester exam scores for academic achievement, and observations on the use of technology in learning. The data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results revealed a significant positive correlation between digital literacy and both learning motivation (r = 0.652, p < 0.05) and academic achievement in Fiqh (r = 0.718, p < 0.05). Digital literacy accounted for 42.5% of the variance in learning motivation and 51.5% of the variance in academic achievement. These findings suggest that students with higher levels of digital literacy are more motivated and perform better academically, particularly in Fiqh. The study concludes that digital literacy plays a critical role in enhancing students' motivation and academic success. It emphasizes the need for integrating digital literacy into the educational curriculum, particularly in Islamic education, to foster better learning outcomes and equip students with the necessary skills for success in a technology-driven world. This highlights the importance of digital literacy as an essential component of modern educational practices.

The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students’ academic engagement and achievement.

Purpose This study examines the curvilinear relationship between Digital Citizenship and Digital Information Literacy in detecting deceptive advertisements. It further investigates how Online media exposure and online advertisement exposure moderate this relationship, addressing gaps in prior research that assume a strict linear association between digital engagement and literacy. Design/methodology/approach A survey was conducted with 2,072 participants to measure their digital citizenship and digital information literacy, measured by the correct identification of deceptive advertisements. An initial scatter plot analysis of the data revealed a non-linear relationship, which mandates applying non-linear regression analysis to test quadratic and cubic models. Moderator analysis was also performed to assess the influence of online media and advertisement exposure on the relationship between digital citizenship and digital information literacy. Findings The comparison of regression models confirms a curvilinear rather than linear relationship between digital citizenship and digital information literacy. The quadratic model provides the best fit, indicating that digital literacy increases digital information literacy, but this effect declines once it reaches a saturation point. Furthermore, online advertisement exposure significantly moderates this relationship, with high ad exposure weakening the positive effect of digital citizenship on digital information literacy. Research limitations/implications This study refines digital literacy theory by challenging the assumption of a linear relationship between digital engagement and literacy. It underscores the importance of moderating factors, such as online media and advertisement exposure, in shaping literacy outcomes and informs new models of digital skill acquisition that account for nonlinear information processing patterns. Practical implications Policymakers and educators should implement adaptive digital literacy programs that account for cognitive overload and overconfidence effects. AI-driven personalized learning tools, VR-based media literacy training and interactive misinformation detection systems can help balance digital engagement without inducing cognitive strain. Originality/value This study challenges traditional linear models of digital literacy development by introducing a curvilinear framework. It demonstrates that excessive digital engagement can reduce digital literacy effectiveness. Unlike previous studies, it identifies threshold effects in digital literacy growth and highlights how online exposure influences this relationship, offering a novel contribution to digital literacy research.