Work

The differential effects of critical thinking and digital literacy on civic engagement in project-based civic learning: Evidence from Indonesian higher education

Year: 2026

Type: article

Abstract: This study examined how critical thinking and digital literacy contribute to civic engagement among pre-service primary school teachers in a Civic Education course using Project-Based Civic Learning (PjBCL) at an Indonesian university. Using a quantitative correlational design, data from 126 students were analysed with partial least squares structural equation modelling. Pre-post gains were large for critical thinking (d = 1.116), digital literacy (d = 1.418) and civic engagement (d = 1.726). The two competencies operated through different mechanisms. Critical thinking partially mediated the effect of PjBCL on civic engagement (indirect effect = 0.038; 95% CI [0.012, 0.072]), whereas digital literacy did not. Although digital literacy was the strongest direct predictor of civic engagement (β = 0.350; f² = 0.124), its link with PjBCL was negligible (β = 0.004; Q² = 0.001), suggesting students develop it mainly through informal online engagement rather than the curriculum. Building on dual-process theory, the study proposes Digitally Scaffolded Civic Learning (DSCL), which embeds digital literacy in each stage of project-based civic instruction, offering implications for curriculum planners in Indonesian civic education.

Source: Jurnal Civics Media Kajian Kewarganegaraan

DOI: 10.21831/jc.v23i2.96905

Authors: Galih Puji Mulyoto, Agus Mukti Wibowo, Mohammad Miftahusyai'an, Basori Basori, Varidlo Fuad

Institutions: Universitas Islam Negeri Maulana Malik Ibrahim, Purdue University West Lafayette, Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Language: English

Topic: Service-Learning and Community Engagement

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Peace, justice, and strong institutions

Open Access status: gold

Estimated APC paid: $65