Enhancing Critical Thinking and Self-Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education.
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| Title: | Enhancing Critical Thinking and Self-Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education. |
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| 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] |
| Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194890774 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.32674/whffna77 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 85 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Autodidacticism Type: general – SubjectFull: Digital transformation Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Higher education Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Project method in teaching Type: general Titles: – TitleFull: Enhancing Critical Thinking and Self-Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Inayati, Nurul Latifatul – PersonEntity: Name: NameFull: Al Mubarok, Fahmi Ulum – PersonEntity: Name: NameFull: Rohmani, Annas Fajar IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21662681 Numbering: – Type: volume Value: 15 – Type: issue Value: 2 Titles: – TitleFull: Journal of Interdisciplinary Studies in Education Type: main |
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