JEIT (Journal of Educational Innovations and Technologies)
JEIT (Journal of Educational Innovations and Technologies) is a biannual publication released in March and September, dedicated to fostering the exchange of critical academic research and insights from diverse cultural perspectives. It serves researchers, professionals, and practitioners in the fields of technology-enhanced and digital learning within higher education. The journal aims to advance scientific understanding of human-centered approaches to technology use in higher education and to inform readers about recent advancements in the application of digital technologies in teaching, training, research, and institutional management.
EXPLORING EFL STUDENTS’ SKIMMING EXPERIENCESTHROUGH METACOGNITIVE STRATEGIES IN DIGITAL E-BOOK READING
This study aims to examine the use of metacognitive-based skimming strategies in the context of academic reading through e-books in EFL students. This study uses mixed method design with sequential explanatory approach to integrate quantitative and qualitative data systematically. The study participants consisted of ten students of the fifth semester of the English Language Education Study Program at Universitas Kuningan who were selected through convenience sampling and involved in all stages of the research. Data collection was conducted through four stages, namely initial observation to identify student skimming strategies before intervention, application of metacognitive-based skimming learning that includes planning, monitoring, and evaluation stages, filling out questionnaires through Google Forms, and open interviews to explore student experiences and reflections. Quantitative Data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that in the early stages, most students apply skimming intuitively and unstructured with a limited level of metacognitive awareness. After the implementation of metacognitive-based learning, students showed a significant improvement in setting reading goals, controlling the skimming process, as well as evaluating the accuracy of the main ideas obtained.
skimming, metacognitive strategy, digital reading, e-book, EFL student
Copyright (c) 2026 JEIT (Journal of Educational Innovations and Technologies)
Integrating gamification and GenAI to enhance EFL learning among higher education students
The integration of digital technologies has become increasingly important in English as a Foreign Language (EFL) instruction in higher education, particularly for improving student engagement and learning outcomes. Among emerging innovations, gamification and GenAI(GenAI) have attracted growing attention for their potential to make language learning more interactive, motivating, and supportive. However, previous studies have more often examined these two approaches separately, leaving limited evidence on how their integration may influence EFL learning achievement and student perception, especially in non-English-major contexts in Indonesian higher education. This study therefore aimed to investigate the extent to which the integration of gamification and GenAI enhanced EFL learning achievement and how students perceived its use in English learning. This study employed an explanatory sequential mixed-methods design. The quantitative phase used a quasi-experimental pretest-posttest nonequivalent control-group design involving students of the Faculty of Shariah at UIN Raden Intan Lampung. Data were collected through pretest and posttest scores from experimental and control groups, followed by semi-structured interviews with selected students from the experimental group. The quantitative data were analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, and ANCOVA, while the qualitative data were analyzed through thematic analysis. The findings showed that the experimental group outperformed the control group in EFL learning achievement. The students also perceived the integration positively, particularly in terms of increased engagement, enjoyable learning experiences, and immediate linguistic support. These findings imply that integrating gamification and GenAI can serve as a promising instructional strategy for EFL learning in higher education, especially for non-English-major students.
English songs for enhancing university students’ pronunciation: A qualitative case study
This study investigates how university students utilize English songs to enhance their English pronunciation skills, explores their perceptions of English songs as a learning medium, and identifies the benefits and challenges they experience in this learning process. Using a qualitative case study design, semi-structured interviews were conducted with 15 undergraduate students majoring in English Language Education at an Kuningan university. The data were analyzed using thematic analysis to identify recurring themes and patterns within the participants’ responses. The findings reveal that students employ diverse strategies when using English songs for pronunciation learning, including repeated listening, lyric-reading while listening, dictionary and IPA reference checking, and applying learned pronunciation patterns in daily conversations. Participants expressed generally positive perceptions, describing the experience as enjoyable, engaging, and less intimidating compared to formal classroom instruction. Students reported improvements in word pronunciation, intonation, rhythm awareness, vocabulary development, and speaking confidence. However, they also identified notable challenges, including fast song tempo, unclear or connected speech in lyrics, unfamiliar vocabulary, and accent variation among different artists. The study suggests that English songs serve as a valuable supplementary tool for pronunciation learning when integrated with structured instructional support and additional learning resources.
EFL students’ experiences with audio-based authentic materials in extensive listening
This study explores English Education students’ perceptions and experiences in using audio-based authentic materials, particularly real-life announcements, in an Extensive Listening context at Universitas Kuningan. Using a qualitative approach, data were collected through semi-structured interviews with five participants and analyzed using thematic analysis. The findings indicate that authentic materials create a dynamic learning experience shaped by the interplay between motivation, cognitive engagement, and linguistic challenges. Students perceive authentic input as engaging and relevant to real-world communication, enhancing their motivation and sense of readiness. However, features such as rapid speech, background noise, and unfamiliar vocabulary increase cognitive load and may hinder comprehension. Despite these challenges, students employ adaptive strategies including visualization and top-down processing to construct meaning. These findings suggest that authenticity should not be viewed as inherently beneficial, but as a pedagogical resource whose effectiveness depends on balancing challenge and learner readiness. The study highlights the importance of scaffolding strategies to optimize the use of authentic materials in EFL listening instruction.
Argumentative discourse construction through the AREL framework in EFL university classrooms: A qualitative study
This study addresses the challenges faced by EFL university students in constructing coherent and logical spoken arguments in academic contexts. Despite the increasing emphasis on argumentative speaking in higher education, many learners struggle to organize ideas and provide sufficient justification during real-time communication. This study aims to explore how Indonesian EFL university students construct argumentative discourse using the AREL (Assertion, Reason, Evidence, Linkback) framework, identify the challenges they encounter, and examine their perceptions of its usefulness. A qualitative research design was employed involving five university students who participated in an argumentative speaking task followed by semi-structured interviews. The data were analyzed using thematic analysis. The findings indicate that students were able to use the AREL framework to structure their arguments more coherently; however, they experienced difficulties in generating relevant evidence, maintaining fluency, and managing cognitive load during spontaneous speaking. Despite these challenges, students perceived AREL as an effective framework that improved clarity and logical organization of their spoken arguments. These findings suggest that AREL can serve as a valuable pedagogical tool to support argumentative speaking development in EFL higher education contexts.
Edpuzzle as a Learning Medium to Improve Students’ Listening Comprehension
Listening comprehension is a foundational component of English language proficiency, yet many junior high school EFL learners struggle when instruction relies primarily on teacher-centered, audio-only practices. This study investigated whether the use of Edpuzzle, an interactive video-based platform with embedded questions, significantly improves students’ listening comprehension. A quasi-experimental pre-test/post-test design was implemented with two intact seventh-grade classes at SMPN 1 Jatimulyo (experimental n = 32; control n = 32) during the 2025/2026 academic year. Students completed a listening comprehension test before and after three instructional sessions. Descriptive statistics indicated that the experimental group improved from M = 78.91 (SD = 12.49) to M = 85.94 (SD = 10.73), while the control group improved from M = 69.69 (SD = 8.61) to M = 78.59 (SD = 8.64). Because at least one distribution did not meet the normality assumption, between-group differences were tested using the Mann-Whitney U test, which showed a statistically significant difference in post-test scores (U = 308.00, Z = -2.77, p = .006). The findings suggest that integrating interactive video through Edpuzzle can enhance learner engagement and support listening outcomes in EFL classrooms.
Copyright (c) 2025 JEIT (Journal of Educational Innovations and Technologies)
Educational Innovation For The Future Generation
In an era characterized by rapid technological change and global uncerainty, educational innovation is vital for preparing future generations to thrive. This study investigates four interrelated pillars of educational transformation: the integration of technology, active and collaborative pedagogy, the development of soft skills, and the analysis of systematic challenges. Drawing from authoritative sources such as UNESCO, OECD, and the World Economic Forum, this research emohasizes that innovation goes beyond adopting tools-it requires rethingking educational aims, structures, and delivery. The methodology includes literature analysis and conceptual synthesis, focusing on both internal (leadership, curriculum, school culture) and external (policy, social support, global challenges) factors that influence innovation. The findings highlight the need for inclusie, equity-driven reforms supported by proffesional development, flexible curricula, and community engagement. The study concludes that authentic innovation fosters ethical, resilient, and adaptable learnes. Therefore, a holistic approach-combining technological advancement with pedagogical and systemic change-is essential to ensure education remains relevant and transformative. The insights provided serve as a framework for policymarkers, educators, and institutions aiming to design sustainable educational systems for the future.
Indonesian Student's Difficulties in Speaking English
This study examines the persistent challenges faced by Indonesian students in developing English-speaking skills. The aim of the research is to analyze the primary barriers that hinder their speaking fluency and to offer effective pedagogical recommendations. A qualitative approach was employed through a literature review by synthesizing various academic sources focused on English as a Foreign Language (EFL) learning in Indonesia. The findings reveal that students generally struggle with vocabulary acquisition, grammatical accuracy, and low self-confidence. In addition, the lack of exposure to authentic communication, teacher-centered instructional methods, and cultural norms contribute to students' reluctance to speak. Technological barriers, such as limited access to digital tools and the internet, further reduce speaking practice opportunities, particularly in rural areas. This study recommends the integration of communicative tasks into classroom routines, enhanced student engagement with authentic digital content, and the creation of a supportive learning environment where mistakes are viewed as part of the learning process. These strategies are expected to improve students' fluency, motivation, and overall ability to communicate effectively in English.
The Use of Flashcards in Vocabulary Mastery of The Students With Down Syndrom at SLB Negeri Pagaralam
It will be more complex and challenging when the English knowledge have to be delivered to the down syndrome students who essentially have serious interference in understanding concepts and ideas. Nevertheless, the teachers surely expect that students with down syndrome are able to comprehend English as students commonly. The main focus of this research was to find out there was any significant improvement in vocabulary mastery after applying flashcards to the students with down syndrom at SLB Negeri Pagaralam?” Pre-experimental design one group of pre test and post test method was used in this research. The result of pre-test and post-test in class were compared by using paired sample t-test. The value of t-obtained was 10.156, at the significance value p<0.05 in two tailed testing with df = 4, the critical value of the t-table was 2.776. Since the value of t-obtained was higher than the critical value of t-table, It mean there was any significant improvement in vocabulary mastery after applying flashcards. So that flashcards media could improve students’ vocabulary mastery to the students with down syndrom at SLB Negeri Pagaralam.
Using Hello English to Improve Students’ Speaking Achievement at SMA Muhammadiyah Pagaralam
This research aims to determine whether or not Hello English can improve students speaking achievement. A quasi-experimental design of quantitative research was employed to conduct this research. The sample of this research consisted of 64 students from classes X IPS 1 and X IPS 3 at SMA Muhammadiyah Pagar Alam. Before the students used the Hello English application, the researcher gave a pre-test to the students to find out their prior knowledge. A post-test was given to all students to determine their achievement in speaking English. The t-test formula was used to analyze the collected data. Based on the findings of this research, the t-obtained value was 12.396, and the t-table value was 1.670. The result of this study showed that there were significant differences of students’ speaking achievement in experimental class after getting treatment from Hello English compared to students’ speaking achievement in control class (conventional method). Based on the result of statistical analysis the alternative hypothesis (hₐ), which stated that there was a significant difference in speaking achievement in teaching speaking by using Hello English to tenth graders at SMA Muhammadiyah Pagar Alam, was accepted. On the other hand, the null hypothesis (H₀) was rejected.
Problems with Competence and Leadership Skills of Principals at the Junior High School Level: A Systematic Literature Reviewwords
This study aims to map the development of research and scientific publications on the competencies and leadership skills of school principals at the junior high school (SMP) level. This study uses a Systematic Literature Review (SLR) approach to analyze 103 scientific articles identified through the PRISMA procedure. The articles analyzed were sourced from the Scopus database and published between 2013 and 2024. Data analysis was conducted using bibliometric tools VOSviewer and CiteSpace to identify topic trends, thematic clusters, and scientific contributions in this field. The results of the study revealed four main thematic clusters in the study of principal leadership in junior high schools, namely instructional leadership practices, community involvement and cultural values, knowledge and policy interventions, and assessment and evaluation. The leadership practices cluster was the most dominant theme, reflecting the importance of the principal's role in improving the quality of learning and institutional management. This research contributes to the development of evidence-based and multidisciplinary educational leadership studies and provides a conceptual basis for formulating more contextual and adaptive school principal development policies in response to global challenges. A limitation of this study is the use of data from a single database, Scopus, which does not fully reflect the entire available literature landscape. Therefore, further research is recommended to utilize additional references from reputable databases such as Web of Science and EBSCO.
The Effectiveness of The Word Guessing Game in Improving Vocabulary Mastery of The Fourth-Grade Students at SD Negeri 5 Pagaralam
This study investigated whether there was a significant difference in vocabulary mastery between fourth-grade students at SD Negeri 5 Pagaralam who were taught using the Word Guessing Game and those who were not. It used a quasi-experimental design with pre-test and post-test control groups. Two classes were selected through purposive sampling: IV.C as the experimental group and IV.D as the control group. A multiple-choice vocabulary test was administered before and after treatment. Data were analyzed using paired and independent t-tests. The independent t-test showed a t-obtained value of 4.979, which was higher than the t-table value of 2.009 at a 0.05 significance level. These results indicate that the Word Guessing Game significantly improved students’ vocabulary mastery. Therefore, this game can be considered an effective method for enhancing English vocabulary learning.
The Application of Educational Game “Word Search” in Improving Students’ Vocabulary of The Fifth Grade Student of SD Negeri 5 Pagaralam
This study examined the effectiveness of the Word Search game in improving vocabulary mastery among fifth-grade students at SD Negeri 5 Pagaralam. A quasi-experimental design with pre-test and post-test control groups was used, involving two purposively selected classes. The experimental group received vocabulary instruction through the Word Search game, while the control group was taught using conventional strategies. Vocabulary tests were administered to both groups, and the results were analyzed using paired and independent sample t-tests at a 0.05 significance level. The paired sample t-test for the experimental group showed a t-obtained value of 15.063, exceeding the t-table value of 2.074 (p = 0.000), indicating a significant improvement between pre-test and post-test scores. The independent sample t-test revealed a t-obtained value of 5.552, greater than the t-table value of 2.021 (p = 0.000), confirming a significant difference between the experimental and control groups. These findings demonstrate that the Word Search game is an effective medium for enhancing vocabulary mastery. Its engaging and interactive format increased motivation, provided repeated exposure to target words, and promoted collaborative learning. The study suggests that integrating educational games into language instruction can enrich learning outcomes and foster a more enjoyable, student-centered classroom environment.
Strategi Pengelolaan Sarana dan Prasarana dalam Menunjang Proses Pembelajaran Efektif di SMA Muhammadiyah 8 Palembang
Sarana dan prasarana memiliki peran yang sangat penting dalam mendukung efektivitas proses pembelajaran di sekolah. Pengelolaan fasilitas pendidikan yang baik dapat meningkatkan kualitas proses belajar mengajar serta menciptakan lingkungan yang kondusif bagi siswa dan guru. Penelitian ini bertujuan untuk menganalisis strategi pengelolaan sarana dan prasarana di SMA Muhammadiyah 8 Palembang dalam mendukung proses pembelajaran yang efektif. Metode yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian meliputi kepala sekolah, tenaga pendidik, serta staf pengelola sarana dan prasarana. Hasil penelitian menunjukkan bahwa pengelolaan sarana dan prasarana di SMA Muhammadiyah 8 Palembang mencakup perencanaan, pengadaan, pemeliharaan, dan evaluasi berkala untuk memastikan fasilitas tetap optimal. Strategi yang diterapkan meliputi pemanfaatan teknologi dalam administrasi aset, pemeliharaan rutin, serta peningkatan partisipasi warga sekolah dalam menjaga fasilitas. Hambatan yang dihadapi antara lain keterbatasan anggaran dan keterlambatan dalam pengadaan fasilitas baru. Kesimpulannya, strategi pengelolaan sarana dan prasarana yang baik memberikan kontribusi signifikan dalam menciptakan proses pembelajaran yang efektif.
Copyright (c) 2024 JEIT (Journal of Educational Innovations and Technologies)
Peran Kepemimpinan Kepala Sekolah di SD Negeri 29 Banyuasin I: Dalam Konteks Kedisiplinan Peserta Didik
Kedisiplinan siswa sangat penting untuk proses pendidikan. Proses pembelajaran yang mapan akan selalu ada di sekolah yang disiplin. Sangat penting bagi kepala sekolah untuk membantu siswa meningkatkan kedisiplinan mereka. Studi ini bertujuan untuk mengetahui bagaimana kepemimpinan kepala sekolah di SD Negeri 29 Banyuasin I berkaitan dengan kedisiplinan siswa. Penelitian ini adalah jenis penelitian kualitatif dengan studi kasus. Metode wawancara dan observasi digunakan untuk mengumpulkan data. Penelitian ini menganalisis data menggunakan model Miles dan Hubberman yang meliputi reduksi data, penyajian data, dan penggambaran kesimpulan serta verifikasi. Dalam penelitian ini, peneliti menemukan bahwa siswa di SD Negeri 29 Banyuasin I kurang disiplin, seperti yang ditunjukkan oleh fakta bahwa beberapa siswa sering datang terlambat ke sekolah. Hasil penelitian ini menunjukkan bahwa peran kepala sekolah sebagai pemimpin di lingkungan pembelajaran harus mempengaruhi juniornya. Ini karena kepala sekolah menggunakan kedisiplinan sebagai ukuran keberhasilan dalam mengelola sekolah. Untuk mencapai keberhasilan ini, kepala sekolah dan guru harus berkolaborasi untuk menerapkan strategi sebagai orang tua siswa. Dalam situasi ini, kepala sekolah SD Negeri 29 Banyuasin I berusaha mengeksplorasi berbagai metode yang dapat membantu menumbuhkan karakter disiplin siswa.
Analisis Manajemen Peserta Didik pada Sekolah Dasar Negeri 23 Talang Kelapa Kabupaten Banyuasin
Kurangnya infrastruktur dan fasilitas di lembaga pendidikan sering kali dianggap sebagai hambatan utama dalam penerapan manajemen peserta didik yang efektif dan efisien. Penelitian ini bertujuan untuk mengeksplorasi bagaimana sistem penerimaan, seleksi, pengelompokan, dan evaluasi peserta didik diterapkan di SD Negeri 23 Talang Kelapa. Metode yang digunakan adalah deskriptif dengan pendekatan kualitatif, didukung oleh observasi, wawancara, dan dokumentasi. Data dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Temuan menunjukkan bahwa kepala sekolah dan wakil kepala bidang kesiswaan telah berhasil menyusun rencana manajemen peserta didik yang terstruktur dan terdokumentasi dengan baik. Ini mencakup proses penerimaan peserta didik baru, pengaturan kapasitas, dan prosedur seleksi. Pelaksanaannya mengikuti rencana sistematis yang mencakup kegiatan akademik dan non-akademik peserta didik. Pengawasan dilakukan berdasarkan sistem manajemen yang telah ditetapkan, sehingga semua kegiatan yang berkaitan dengan peserta didik dapat direncanakan, dilaksanakan, dan dimonitor dengan baik. Meskipun terdapat keterbatasan infrastruktur, sekolah mampu menjaga ketertiban dan meningkatkan kualitas pembelajaran melalui penjadwalan adaptif dan strategi kebijakan. Temuan ini menegaskan pentingnya manajemen peserta didik yang komprehensif dalam mendukung mutu pendidikan.
An Analysis of Teachers’ Difficulties Teaching Reading to Young Learners
This study investigates the challenges teachers encounter when teaching reading to young learners at SD N 2 Way Dadi. The research was prompted by observed difficulties in delivering effective reading instruction to early-grade students, with the primary aim of identifying and analyzing specific pedagogical obstacles. Grounded in Aryana and Apsara's theoretical framework, the study examines critical aspects of reading instruction including instructional media utilization, teaching strategies, material selection appropriateness, teaching technique efficacy, classroom conditions, textbook quality, and technological resource availability. These interconnected factors collectively influence reading instruction quality and were systematically explored through a descriptive qualitative methodology. Data collection employed in-depth interviews with English teachers and structured classroom observations, while analysis followed the Miles and Huberman model's three-stage process: data reduction, presentation, and conclusion drawing. Findings indicate that teachers face multifaceted challenges predominantly stemming from five key areas: limited access to suitable learning media, ineffective instructional strategies, suboptimal classroom environments, inadequate teaching materials, and insufficient technological support. These constraints collectively hinder optimal reading instruction delivery and student literacy development. The study's significance lies in its contextual examination of reading instruction barriers within a specific educational setting, contributing empirical evidence to the discourse on early literacy education. The identified challenges suggest urgent needs for: targeted teacher training programs, improved resource allocation, and strategic interventions to enhance reading pedagogy. These findings offer valuable insights for educational policymakers and school administrators seeking to improve early reading instruction outcomes. Furthermore, the research highlights potential areas for future studies, particularly regarding innovative solutions to resource limitations in developing educational contexts.
The Use of Give One Get One Strategy to Improve Students’ Reading Comprehension in Recount Texts
Reading comprehension is a crucial skill in English language learning, yet many students struggle to understand texts effectively. This study investigates the effectiveness of the Give One, Get One strategy in improving students' reading comprehension. A quasi-experimental design was employed, involving 70 tenth-grade students from SMK Muhammadiyah Pagar Alam, divided into an experimental group (35 students) and a control group (35 students). Both groups took a pre-test before the treatment and a post-test afterward. The experimental group received instruction using the Give One, Get One strategy, while the control group followed conventional teaching methods. Statistical analyses, including paired sample t-tests and independent sample t-tests, revealed a significant improvement in the experimental group's reading comprehension scores. The findings indicate that the Give One, Get One strategy is an effective and engaging approach for enhancing reading skills, promoting active participation, and increasing students' confidence in reading English texts. Teachers are encouraged to adopt this strategy to foster a more interactive learning environment. Future research should explore its impact on other language skills, such as listening, speaking, and writing.
An Analysis of EFL Students’ Online Reading Habits
With the fact that current EFL students are digital natives and go online frequently, conducting online-based English skill learning activities is encouraged. As reading is one of the fundamental skills to be developed in the early stage of EFL learning, preparing online-based reading activities for the students can be a good move. This study identifies EFL students’ reading habits, which specifically investigates their source of online reading, their online reading frequency, and factors that influence that habit. The study was conducted in an Islamic state university with a class of 30 English department students as the subject. Questionnaires and interviews were used to gather the data. The study found that students majorly read online from English learning websites and social media, with reading from social media happening more frequently than the other, placing fulfilling college tasks and entertainment purposes as the primary motives of their online reading habits.
Using Here, Hidden, and in My Head (3H) Strategy to Improve Students’ Reading Comprehension of the Eleventh Grade of SMK Negeri 1 Jarai
This study aimed to determine the significant difference in students’ reading comprehension between those taught using the Here, Hidden, and In My Head (3H) strategy and those who were not. The research population comprised 186 eleventh-grade students at SMK Negeri 1 Jarai. The sample consisted of an experimental class (n=25) and a control class (n=25), they were selected through purposive sampling. This quasi-experimental study used a reading test for data collection, analyzed using SPSS version 25. The pre-test and post-test results, along with paired and independent sample t-tests, revealed that the t-obtained value was 3.497 at a significance level of p<0.005 (two-tailed) with a degree of freedom (df) = 48, exceeding the t-table critical value of 1.677. Since the t-obtained was higher than the t-table, it was concluded that the 3H strategy significantly improved students' reading comprehension. Thus, implementing the 3H strategy effectively enhances students' reading comprehension skills. Future researchers are recommended to explore the long-term effects of the 3H strategy, apply it to different educational levels, and integrate it with other instructional approaches to maximize its impact on reading comprehension.
Integrating Digital Literacy into Writing Instruction: Enhancing Student Engagement and Proficiency
Digital literacy has become an essential competency in the 21st century, intersecting with various domains of education, yet its integration into writing instruction remains underexplored. Addressing this gap, the study investigates the impact of embedding digital literacy practices into writing courses at Maharishi University of Information Technology (MUIT). The goal is to enhance students' writing performance and equip them with skills for academic and professional success. Using a quasi-experimental design, the study involved 60 undergraduate students, equally divided into experimental and control groups. Participants were selected through purposive sampling to ensure comparable baseline writing skills. Data were collected over eight weeks using standardized writing tests and a rubric-based digital literacy assessment. The experimental group received digital literacy-integrated instruction, utilizing tools like Google Docs, Grammarly, and Turnitin, while the control group followed traditional methods. Descriptive and inferential statistical methods were applied for data analysis. The experimental group demonstrated significant improvements in coherence, organization, and engagement in writing compared to the control group. Cohen’s d indicated a large effect size, affirming the efficacy of digital literacy integration. Findings underscore the transformative potential of digital tools in enhancing student writing proficiency and engagement. However, challenges such as the digital divide and faculty readiness persist. These results have critical implications for policy and practice, advocating for professional development programs and equitable resource distribution. Future studies should explore long-term impacts and strategies for overcoming barriers to digital literacy integration.
Copyright (c) 2024 Journal of Educational Innovations and Technologies