This paper explores how teachers’ digital fluency strengthens engagement and communication with Gen Z learners. Studies reveal that educators who understand digital culture and confidently integrate technology create more interactive, student-centered, and motivating learning environments. Digital competence therefore serves as a bridge that enhances classroom dynamics, teacher–student relationships, and meaningful learning experiences.

Older adults face increasing health risks associated with aging and chronic disease; yet, uptake of recommended clinical preventive services remains low. Digital health interventions have the potential to enhance access and engagement, but their effectiveness in older adult populations remains unclear. This systematic review aimed to examine the range and types of digital clinical preventive service interventions and assess their impact on preventive care uptake among older adults. We conducted a systematic review of peer-reviewed research literature published since 2014. Eligible studies included experimental and quasi-experimental designs evaluating digital interventions targeting community-dwelling adults aged 60 years and older. Interventions focused on high-priority preventive services, including cancer screening and adult immunizations. Data were extracted using a standardized form and synthesized narratively due to heterogeneity in study designs and outcomes. In total, 24 studies involving over 1.3 million participants from 11 countries were included. Interventions used a range of digital tools, including telephone calls, SMS text messages, patient portals, and video-based education. While some digital and automated interventions demonstrated modest improvements in preventive services uptake, results were mixed. Interventions incorporating personalized elements (eg, tailored telephone counseling or in-person education) were generally more effective than generic, automated communications. Few studies reported on digital literacy support or intervention reach, and engagement with digital platforms was often low. Digital interventions can support modest improvements in preventive services uptake among older adults, particularly when personalized or combined with human interaction. However, assumptions of digital fluency and limited reporting on engagement constrain generalizability. Future research should prioritize inclusive design, detailed reporting, and strategies that address digital equity to better support older adult populations.

Digital misinformation poses a significant and growing challenge to university students. They are among the most active consumers of online information, yet frequently struggle to distinguish credible content from fabrications. Despite widespread digital fluency, approximately 38% of students incorrectly evaluate the veracity of news headlines under controlled conditions. This study examined the prevalence of misinformation susceptibility among university students and evaluated the effectiveness of a structured, inoculation-grounded media literacy intervention. Using a quasi-experimental mixed-methods design, 200 undergraduate students were assigned through quota sampling to an intervention group (n = 100) and a waitlist control group (n = 100). No random assignment was employed; groups were matched on key demographic variables. Instruments included the Critical Media Literacy Self-Perception Instrument (CMLSPI; Neira et al., 2024) and the Misinformation Susceptibility Test (MIST-16; Maertens et al., 2024), both adapted into Bahasa Indonesia via forward-backward translation. Cronbach's alpha was .86 (CMLSPI) and .79 (MIST-16). Quantitative results demonstrated statistically significant gains in fake news detection accuracy (30% improvement; Cohen's d = 1.44, 95% CI [1.18, 1.70], p < .001) and self-perceived media literacy (eta2 = .18, p < .001) relative to the control group. Qualitative thematic analysis identified four themes: increased metacognitive awareness, adoption of verification strategies, recognition of cognitive and emotional manipulation, and structural barriers to sustained practice. These findings support the integration of inoculation-based prebunking with MIL competency training as an effective and theoretically grounded approach to building digital resilience among undergraduate students in Indonesia.

Purpose The primary objective of this study is to investigate how social media and online games influence student-lecturer interpersonal communication within a campus environment. Additionally, the research aims to identify strategies to mitigate adverse outcomes, such as potential addiction, while leveraging the positive benefits of these platforms to foster stronger academic relationships and English proficiency. Method This research employed a qualitative approach involving 70 Communication Science students in South Jakarta. Data were collected using a combination of semi-structured interviews and 20-item demographic questionnaires. The gathered data were then descriptively analyzed to understand the students' usage patterns and the subsequent impact on their academic communication and social interactions. Results/findings The study found that online games significantly enhance English speaking, pronunciation, and listening-based vocabulary through immersive, interactive environments. Furthermore, social media was shown to improve interaction with peers and lecturers by facilitating collaborative learning and direct engagement, effectively boosting students' confidence in English interpersonal communication. Conclusion These findings highlight the dual nature of digital tools, emphasizing their potential as educational aids despite the challenges of overuse. It is recommended that educators and policymakers develop balanced strategies and informed policies that maximize these linguistic and social benefits while mitigating potential drawbacks to ensure a healthy academic environment.

Abstract Youth leadership has the power of turning innovative ideas into reality of life for the benefit of people, fueling idealism to change society, communities, schools, colleges, universities and organizations, applying skills development processes to solve problems, improving existing system, and ensuring progress in business, technology, and social justice. Youth leadership can shape the future activities for the development of the whole world by facing the local and global issues. Youth leadership has the capacity to face societal challenges driven by new energy, innovative ideas and diverse perspective. Application and implementation of innovative ideas in a very successful way are the process through which social, national and global development can be possible. The introduction and successful implementation of National Education Policy (NEP) 2020 with the aim of turning India into a dynamic and energetic knowledge society and global knowledge power tower by improving school and higher education have given the Youth a chance to face the global issues by involving in sustainable practices, holistic thinking, humanitarian action, shaping community, and paying attention to global responsibilities. To empower youth leadership for the benefit of global progress, it is necessary to pay attention to the ideas of young people. Different types of skills like communication, confidence building, project management and critical thinking of young people must be developed. They must address local issues, advocate for well-being and rights, and solve social problem. For innovation and global responsibility, empowerment of youth leadership is very necessary on account of youth’s fresh energy, digital fluency, adaptable perspectives, providing sustainable development, driving economic growth, and solving complex challenges. Young people can enjoy the chance of training themselves to access courses from organizations, participate in SDG based local and global youth networks, improve innovative problem solutions for sustainable development, and champion the Goals by using digital platforms and their voice. The empowerment of youth plays a very significant part for the benefit of creativity and innovation. Young people empowered with quality education, entrepreneurial opportunities, and vocational training can enrich sustainability and economic growth by becoming active contributors to the economy for making a more progressive society. The need for youth empowerment lies in its capacity to develop self-assured, skillful, and self-dependent individuals who have the power of offering appropriate contribution to society.

This research examines the impact of Artificial Intelligence (AI) on personalized learning across two generational cohorts, Generation Z (Gen Z) and Millennials, with a focus on three key variables: engagement with AI in education, perceptions of AI in education, and technological fluency and interaction with AI. Using a 30-item AI Readiness Scale (Cronbach's α = .96), data were collected from 123 participants, including 78 Gen Z and 45 Millennial learners (84 females and 39 males). Independent samples t-tests revealed that Gen Z learners scored significantly higher than Millennials in overall AI readiness t (54.48) = 4.75, p < .001), with large effect sizes for engagement (d = 1.23) and technological fluency (d = 1.00), and a moderate effect for perceptions (d = 0.61). A significant association was found between generational group and AI readiness level, χ² (2, N = 123) = 20.02, p < .001. Gender-based chi-square analyses showed similar trends. Among females, Gen Z participants were significantly more likely to be in the high readiness category (33.9%) than Millennial females (10.7%), χ² (2, N = 84) = 12.52, p = .002. Among males, Gen Z learners also outperformed their Millennial peers, with significant differences observed, χ² (2, N = 39) = 7.43, p = .024. These findings support that Gen Z exhibits higher AI readiness and highlight the need for differentiated AI integration strategies in educational settings. Institutions should leverage Gen Z’s advanced digital fluency while providing targeted support to bridge readiness gaps among millennial learners. The results offer critical insights into generational dynamics in the adoption of AI for personalized learning.

Emerging health leaders are no longer tasked with only clinical, financial, and workforce management, they must foster authentic human connection, steer a digital transformation, and steward sustainability into the future. This article explores the intersection of authentic leadership, digital fluency, and ecosystem thinking as the core competency triad for the next generation of health leaders. It offers fresh perspectives on what it will take to lead with heart, technical agility, and global conscientiousness-anchored in health quality-into an increasingly complex future.

Taylor and colleagues' [1] observational study of preclinical case based learning shows that ChatGPT is already embedded in students' workflow, often when groups hit an impasse. The key risk is not use but unexamined incorporation. In group settings, fluent output can be mistaken for authority; errors can be copied into shared notes and reinforced through repetition. This epistemic drift is accelerated by time pressure, diffusion of responsibility and cohesion: If no one can confidently adjudicate a claim, acceptance becomes the fastest route forward. Prohibition is therefore both unrealistic and inequitable, pushing use underground and advantaging students with better access and digital fluency. Curricula should instead be engineered for epistemic safety. First, require claim provenance in workbooks: Any AI informed statement should link to a primary source (teaching material, guideline, or paper) and include a brief uncertainty note (‘what evidence would overturn this?’). Second, introduce a rotating red team role that challenges at least one AI supported claim per case and records the verification step. Third, train tutors to assess process by routinely asking, ‘How did you verify that?’, and by modelling quick triangulation strategies. Fourth, run low stakes audits of group notes to surface recurring error types and effective corrections, with feedback focused on learning rather than penalty. Finally, align assessment with these behaviours by rewarding audit trails, justified revisions and transparent uncertainty alongside clinical reasoning. Challenges include added workload, variable tutor confidence, unequal model access and performative tagging; lightweight templates, institutional licences and formative feedback can mitigate these. Waseem Jerjes: conceptualization, investigation, writing – original draft, data curation, resources, methodology, visualization, writing – review and editing, validation. The author has nothing to report. The author declares no conflicts of interest. Data sharing is not applicable to this article as no datasets were generated or analysed during the current study.

Purpose This paper investigates how leadership architectures shape digital innovation during organizational change. Specifically, it examines the interplay between chief executive officer (CEO) digital expertise, top management team (TMT) diversity and integration mechanisms through the lens of Upper Echelons Theory (UET). Design/methodology/approach An expert-coded dataset was constructed covering 12 firm-years from six global technology firms (2023–2024). Three senior coders independently evaluated CDE, TMT diversity, and integration structures using structured rubrics. Coder means were aggregated, and regression models with fixed effects, HC3 standard errors, and wild-cluster bootstraps were used to test four hypotheses. Findings The results provide partial support for the diversity–innovation relationship. TMT diversity relates positively to product launches and, less precisely, to digital revenue share, but negatively to patenting once CEO expertise and integration are controlled. Evidence of inverted-U moderation by CDE is pattern-consistent but imprecise. Integration mechanisms mediate diversity’s effect on innovation and strengthen the moderation when chief information officer/chief digital officer/chief digital officer roles are empowered. Research limitations/implications The study is based on a small sample (12 firm-years, 36 coder-stacked observations) concentrated in the technology sector. Findings should therefore be viewed as indicative patterns rather than definitive causal effects. Future research should replicate the design across industries and incorporate automated text analytics to scale expert coding. Practical implications Boards and executives should recognize that digital fluency at the top is valuable but must be balanced with empowered integrators to avoid excessive centralization. Diversity in the top team alone is insufficient; it must be coupled with integration structures to translate plurality into coordinated innovation during digital transformation. Social implications By highlighting how leadership structures influence digital outcomes, the study points to governance practices that can support more inclusive, collaborative and sustainable organizational change. Originality/value This research extends UET beyond demographic proxies by introducing substantive measures of CEO expertise and integration roles. It also demonstrates expert coding as a transparent and replicable approach to capturing executive cognition and organizational design in the context of digital transformation.

To explore how first-year nursing students engaged with ChatGPT during an assessment task, and to understand the experiences, challenges, and perceptions they reported regarding its use in academic work. As artificial intelligence (AI) tools like ChatGPT reshape higher education, new opportunities and ethical tensions emerge in how students learn. Rather than simply adopting AI as a shortcut, there is an urgent need to guide students toward learning with AI critically, ethically, and creatively within assessment practices. Despite the growing use of AI, limited research has examined how structured integration into undergraduate education influences learning outcomes, digital literacy, and academic integrity. A qualitative descriptive study investigated the ethical and pedagogical implications of integrating ChatGPT into a first-year undergraduate nursing assessment. Focus groups were conducted with 48 first-year nursing students following their use of ChatGPT in an assessment task. Semi-structured questions explored students' experiences, challenges, and perceptions of ChatGPT's role in their academic development. Data were analysed using Braun and Clarke's reflexive thematic analysis, supported by the AI tool CoPilot for coding rigour. The analysis identified six themes: initial confusion, developing skills, evaluating reliability, negotiating academic integrity, recognising future benefits, and valuing support. Students initially experienced uncertainty, particularly around ethical use and institutional messaging. Many developed critical engagement skills, using ChatGPT to improve writing clarity, language proficiency, and idea generation. However, tensions remained between the benefits of AI support and concerns about dependency, misinformation, and digital inequities. Structured, ethical engagement with ChatGPT can foster critical literacy, digital fluency, and deeper learning outcomes in undergraduate education. To fully realise AI's potential, institutions must develop coherent policies, embed AI literacy into curriculum design, and provide targeted support for educators and students. Learning with AI, rather than passively relying on it, is essential for preparing graduates to thrive in an AI-integrated future.

This paper analyzes twenty years of academic research (2005-2025) to investigate the alignment of employability skills developed during postgraduate education with the changing requirements of industry in the digital era. The objectives are to: (1) examine academic and industry viewpoints on employability competencies; (2) evaluate the degree to which current postgraduate training aligns with employer expectations; and (3) ascertain the essential skills necessary for professional success in modern organizational environments. The review shows that employability has changed from being mostly about grades to being about a wider range of skills, such as communication, critical thinking, adaptability, professional behavior, and digital fluency. Even though there have been many changes to the curriculum and new teaching methods like Work-Integrated Learning (WIL) and Project-Based Learning (PBL), there is still a big difference between what happens in schools and what happens in the real world. This misalignment is exacerbated by disparate stakeholder expectations and inconsistent implementation mechanisms within higher education systems. Based on these ideas, the paper suggests a conceptual way to close the gap between academia and industry and describes how to create a prototype employability training module for PGDM students. By bringing together twenty years of research, the study helps to clarify the employability gap in the digital age and provides information for evidence-based curriculum redesign in postgraduate professional education, as well as a customized training module.

This exploratory study advances the phygital customer experience literature by introducing the Digitalization Physicalization Customer Experience (DPCX) framework, to holistically examine CX in 2 phygital contexts. Qualitative insights from twenty interviews conducted with field hockey athletes and professional jazz students uncover extrinsic-intrinsic value blends (efficiency/self-actualization, hedonistic/social value, efficiency/safety value, capability/perceived effort, self-empowerment, autonomy and personalization) and highlights human connectors (service providers/instructors) and human peers (consumer connectors/students), as pivotal in shaping affective, symbolic, and utilitarian relationship bonds. Findings reveal digital tools sustain but rarely initiate strong peer bonds, while in-person interaction remains critical for emotional and sensory engagement. This research also established that the quality of efficient time-flow enhances the practicality pillar by minimizing cognitive friction and maximizing goal progression; qualities of active participation and positive valence served as essential ‘building blocks’ of the sociability pillar, creating the conditions for meaningful educational exchange in the phygital context. Similarly, across two phygital contexts, this study established that affectivity pillar can be enhanced via positive valence and heightened dimensionality; whereas sensory engagement (sensoriality pillar) can be created through rich dimensionality and novel ordinariness qualities. Moreover, immersivity pillar (seamless transition) appeared to be maintained through uninterrupted time-flow and a consistent, engaging narrative (dimensionality quality). Last, individual contextual factors (learning style, digital fluency) influence phygital touchpoint effectiveness, with sequencing alignment between digital and physical components emerging as a key success factor.

Health care transition from pediatric-focused to adult-focused nephrology care comes with significant challenges for adolescents/young adults with kidney disease, their caregivers, and the pediatric-focused and adult-focused practitioners. As younger generations enter this period, transition preparation strategies need to better align with their preferences for autonomy and digital fluency. This scoping review focused on several structured protocols, such as the Recognition, Insight, Self-Reliance, and Establishment of Healthy Habits to Transition model; Self-Management and Transition to Adulthood with R x ; ON Taking Responsibility for Adolescent/Adult Care; Ready Steady Go/Plain Language, Engagement, Empathy, Empowerment, Respect; and others, evaluating their adaptability to younger generations' preferences. This review also highlights barriers posed by emerging technological tools, such as limitations of resources and inconsistent physician coordination. Finally, the role of caregivers is explored, underscoring the importance of early preparation to foster independence and address transition preparation needs. Ultimately, successful preparation and transfer of care require the development of thoughtful and equitable digital tools. Adjusting protocols to meet the expectations of adolescents and young adults may improve adherence and long-term outcomes after their transfer to adult-focused health care.

This study examines the influence of entrepreneurship education, self-efficacy, and environmental support on entrepreneurial interest among Generation Z, with motivation acting as a mediating variable. Despite the high potential of Generation Z in digital fluency and adaptability, their entrepreneurial engagement remains suboptimal. Addressing this gap, this research aims to provide a comprehensive understanding of the psychological and contextual factors shaping entrepreneurial interest in the Indonesian higher education context. A quantitative survey was conducted among 360 university students from five institutions who had completed entrepreneurship courses. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results demonstrate that entrepreneurship education, self-efficacy, and the environment significantly influence entrepreneurial interest, both directly and indirectly through motivation. Among these, self-efficacy emerged as the strongest predictor of entrepreneurial motivation and interest, while motivation was confirmed as a significant mediator across all pathways. The study highlights that interactive and experience-based entrepreneurship education, coupled with efforts to enhance students' confidence and access to a supportive environment, can effectively increase entrepreneurial motivation and interest. These findings offer practical implications for educators, policymakers, and institutions in fostering an entrepreneurial mindset among young generations, particularly in developing economies. The research contributes to the literature by integrating key psychological and environmental factors into a cohesive model that explains entrepreneurial interest in Generation Z.

ABSTRACT The rapid advancement of generative artificial intelligence (AI) has fundamentally reshaped information problem-solving (IPS), creating a need for new frameworks in academic and professional contexts. This study proposes AI-IPS by analyzing scaffolded interaction logs, argumentative essays, and semi-structured interviews using inductive and deductive analysis. The participants were 124 undergraduate students from diverse academic backgrounds at a university. The proposed AI-IPS model comprises five key steps: defining the information problem, designing and refining prompts, analyzing and interpreting information, verifying and cross-checking evidence, and organizing and presenting findings. Our findings identify three essential competencies for effective AI-IPS: human-AI collaboration, independent thinking and critical reasoning, and information literacy. We suggest structured instructional scaffolding is required for ensuring the ethical and effective integration of advanced digital tools in education. This framework would equip students with critical reasoning skills and digital fluency, enabling them to navigate AI-generated content responsibly. Conceptually, AI-IPS is grounded in distributed cognition and socio-technical systems perspectives: cognition is accomplished across people, artifacts, and environments rather than residing solely in individuals, and effective performance requires the joint optimization of human and technical components.

ABSTRACT The ubiquity of technology in language learning has drawn attention to how digital natives’ technological dispositions affect their engagement in online learning contexts. Adolescents represent a key population whose emerging digital fluency and developmental characteristics position them for success in online learning and sustainable growth. Previous studies have investigated the relationship between digital nativity (DN) and online English learning engagement (OELE); however, the impact of transactional distance (TD) on online English learning engagement among adolescent students has not been well explored. This study was carried out to explore the relationships among DN, TD and OELE from a sample of 638 Chinese secondary school students. The partial least squares structural equation modeling (PLS-SEM) findings indicate that DN does not have a direct effect on OELE, but DN has an indirect effect on OELE through the mediation of TD. TD has a positive effect on OELE. These findings offer practical and research implications for fostering engagement in digitally empowered EFL learning.

The persistent disconnect between higher education outcomes and labor market demands, frequently termed the skills mismatch, remains a critical barrier to Indonesia's economic competitiveness in the Fourth Industrial Revolution. Traditional survey-based methodologies often lack the granularity to capture dynamic market shifts and technical nuances. This study employs a Big Data approach, utilizing automated web scraping to harvest N = 1,042,500 unique job advertisements from major Indonesian portals and N = 4,500 course syllabi from 50 top-tier Indonesian universities between 2023 and 2024. We applied Natural Language Processing, specifically Latent Dirichlet Allocation for topic modeling, and Social Network Analysis to calculate semantic overlap and centrality measures between industry demands and academic provision. We utilized the Overlap Coefficient to correct for corpus size imbalance. The analysis reveals a structural divergence: while 82% of job ads prioritize Digital Fluency and Agile Project Management, only 28% of curricula explicitly integrate these competencies. Network analysis identifies Data Analysis as a peripheral node in academic graphs but a central hub in industry networks with a Betweenness Centrality of 0.45. Conversely, theoretical constructs dominant in academia show weak linkage to employability clusters. In conclusion, the findings evidence a systemic velocity gap where industry requirements evolve three times faster than curriculum adaptation. We propose a dynamic, API-driven curriculum model to mitigate this asymmetry.

This study investigates the alignment between digital skills taught in Higher Education Institutions (HEIs) and those demanded by employers in the business management and health and social care sectors in the United Kingdom. Drawing on a qualitative research approach using primary data, the research explores how recent graduates and industry professionals perceive digital competencies and identifies strategies for more effective integrating of these skills into university curricula. A total of 51 graduates and 7 employers participated in the study, contributing insights through surveys distributed via email, WhatsApp, and Microsoft Teams. The findings reveal a persistent gap between graduates' digital literacy and employers' expectations, particularly in data analysis, specialised software use, and digital communication. While basic proficiency in tools like Microsoft Office is common, both groups emphasised the need for more advanced, practice-oriented digital training. Employers highlighted adaptability and digital fluency as critical yet underdeveloped attributes among recruits. The study concludes that bridging this gap requires a collaborative effort between HEIs and industry, involving curriculum reform, simulation-based learning, and certification in emerging technologies. These findings contribute to ongoing debates about graduate employability and digital readiness, offering practical recommendations for educational policy and curriculum development.

Purpose This paper investigates how artificial intelligence (AI) adoption in talent management (TM) unfolds within the banking sector, with a focus on the role of managerial dynamic capabilities (MDCs), specifically managerial cognition, social capital and human capital, in enabling or constraining its strategic implementation. Design/methodology/approach Adopting a qualitative research design, the study draws on 30 in-depth semi-structured interviews with key stakeholders in the Qatari banking sector, a context characterized by rapid digital transformation and institutional complexity. Findings The study reveals a paradoxical landscape in which differences between early and laggard adopters are driven less by technical or financial constraints and more by variations in adoption readiness, which is rooted in leadership commitment, cultural openness and strategic framing. Second, MDCs are central to shaping AI adoption in TM and vary based on the level of AI adoption. Early adopters possess strong cognitive framing of AI as a strategic enabler, leverage relational networks for cross-functional collaboration and invest in continuous learning and digital fluency. In contrast, laggard adopters exhibit reactive mindsets, siloed operations and limited AI literacy. Third, the study empirically demonstrates how two key, context-sensitive mechanisms, called configuration and orchestration, operate in practice to translate MDCs from latent resources into actionable strategies. Practical implications The findings compel a fundamental reorientation of priorities for organizations. Adoption readiness and the systematic development of managerial capabilities warrant equal, if not greater, emphasis than technical investment in AI adoption for TM. Organizations are therefore urged to cultivate managerial cognition through the strategic repositioning of AI as an enabler of transformation, to entrench digital fluency and learning orientation through disciplined and sustained development programs, and to reinforce social capital by forging robust cross-functional partnerships that enable coordinated action across organizational boundaries. Originality/value Among the few studies examining AI adoption in TM, this research extends current understanding by applying the MDC framework to the Gulf Cooperation Council (GCC) context, pointing out how managerial cognition, social capital and human capital drive AI adoption in TM. It also articulates and provides empirical grounding for configuration and orchestration as context-sensitive mechanisms through which MDCs translate into strategic action. This offers a more nuanced, agency-oriented and contextually embedded understanding of AI adoption in TM.

This study explored the uses and meanings of emojis as contemporary discourse markers in technology-mediated communication, focusing specifically on Facebook posts related to natural and political crises in the Philippines. Grounded in semiotic analysis and employing a descriptive qualitative design, the research examined 108 Facebook posts alongside data from a focus group discussion (FGD) involving college students. Findings revealed that emojis served multifaceted communicative functions in digital crisis discourse—enabling emotional expression, modifying tone, emphasizing key messages, and providing referential cues. Participants emphasized that the repetition of emojis heightened emotional intensity and fostered a sense of collective experience during moments of public distress. In political contexts, emojis were strategically used to express sarcasm, critique, and skepticism, underscoring their role in shaping public opinion and online discourse.The study also found that emojis conveyed urgency and symbolized real-world events, contributing to more vivid and accessible messaging. Furthermore, the meanings of emojis were observed to be fluid, continuously evolving through social use and cultural reinterpretation. Despite their communicative potential, a gap in emoji literacy was identified—many users misinterpreted symbols due to a lack of critical awareness and formal guidance. In light of this, the study proposed the integration of emoji literacy into the Purposive Communication curriculum to foster students’ digital fluency, critical semiotic awareness, and responsible online engagement. These findings underscored the increasing importance of visual language in contemporary communication and its pedagogical implications for 21st-century education.