Enhancing Critical Thinking and Self-Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education.

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Bibliographic Details
Title:	Enhancing Critical Thinking and Self-Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education.
Authors:	Inayati, Nurul Latifatul¹ nl122@ums.ac.id, Al Mubarok, Fahmi Ulum¹ o300240006@student.ums.ac.id, Rohmani, Annas Fajar¹ annasfrohmani@gmail.com
Source:	Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 2, p85-108. 24p.
Subject Terms:	Critical thinking, Autodidacticism, Digital transformation, Teaching methods, Digital literacy, Higher education, Student-centered learning, Project method in teaching
Abstract:	The rapid digital transformation of higher education, accelerated by the COVID-19 pandemic, has exposed a persistent misalignment between digital competence and pedagogical practice, limiting the development of critical thinking and selfdirected learning. This qualitative descriptive study investigates how digital technologies and didactic strategies are integrated in practice. Data were collected through interviews, observations, and document analysis involving lecturers and students, and analyzed thematically. Findings reveal disparities in digital proficiency, limited use of advanced tools, and inconsistent implementation of learner-centered approaches. However, integrating digital technologies with project-based learning and peer assessment enhances problem-solving, communication, and metacognitive skills. The study highlights the importance of digital-didactic alignment, emphasizing the need for continuous professional development, institutional support, and curriculum redesign to foster effective, learner-centered digital learning environments. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The rapid digital transformation of higher education, accelerated by the COVID-19 pandemic, has exposed a persistent misalignment between digital competence and pedagogical practice, limiting the development of critical thinking and selfdirected learning. This qualitative descriptive study investigates how digital technologies and didactic strategies are integrated in practice. Data were collected through interviews, observations, and document analysis involving lecturers and students, and analyzed thematically. Findings reveal disparities in digital proficiency, limited use of advanced tools, and inconsistent implementation of learner-centered approaches. However, integrating digital technologies with project-based learning and peer assessment enhances problem-solving, communication, and metacognitive skills. The study highlights the importance of digital-didactic alignment, emphasizing the need for continuous professional development, institutional support, and curriculum redesign to foster effective, learner-centered digital learning environments. [ABSTRACT FROM AUTHOR]
ISSN:	21662681
DOI:	10.32674/whffna77