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Bridging cognition and ethics: Socio-emotional skills and digital history literacy in fostering critical thinking

Year: 2025

Type: article

Abstract: This study aims to analyze the impact of socio-emotional skills and digital literacy-based history learning on critical thinking, information processing, and ethical reasoning. It also explores the role of information processing and ethical reasoning as mediators between these variables. A quantitative approach was employed, involving 359 students from Banten Province, Indonesia. Data were collected using a Likert scale instrument (1–5) and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS. The findings indicate that digital literacy-based history learning significantly influences critical thinking, information processing, and ethical reasoning. However, socio-emotional skills did not have a significant direct effect. Ethical reasoning was found to mediate the relationship between digital literacy-based history learning and critical thinking, while information processing did not mediate the relationship between socio-emotional skills and critical thinking. This study highlights the importance of integrating digital literacy and ethical reasoning in fostering critical thinking and suggests a stronger emphasis on teaching ethics and digital literacy in education. The originality of this research lies in testing a model that combines socio-emotional skills, digital literacy, and ethical reasoning within the context of history education in Indonesia, providing new insights into their impact on students' critical thinking abilities.

Source: Social Sciences & Humanities Open

DOI: 10.1016/j.ssaho.2025.101786

Authors: Ana Nurhasanah, Nadiroh, Arifin Maksum

Institution: State University of Jakarta

Language: English

Topic: Education and Critical Thinking Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,180