<![CDATA[This study investigates the metacognitive reading strategies employed by Indonesian postgraduate EFL students when engaging with digital academic texts. A qualitative case study design was employed to explore students’ reading behaviors in a naturalistic context. Data were collected from ten postgraduate students from the English Language Education Program at Makassar State University who regularly accessed digital scholarly materials, including journal articles, e-books, and conference papers. Semi-structured interviews were used to gather information on students’ preparation, reading purposes, navigation behaviors, use of digital tools, comprehension monitoring, and perceived challenges. The data were analyzed using thematic analysis to identify patterns and recurring strategies. The results indicate that students adopt goal-oriented and selective reading behaviors, prepare supportive physical and technological environments, and preview structural elements such as titles, abstracts, and conclusions. To cope with complex vocabulary and dense texts, students employ strategies including rereading, adjusting reading speed, highlighting, note-taking, and using digital tools such as online dictionaries, translation apps, search functions, and AI platforms. Challenges include navigational disorientation, distraction, eye fatigue, and information overload, which students mitigate through summarization, self-explanation, and keyword searches. The study concludes that digital academic reading is a dynamic and adaptive process requiring continuous metacognitive regulation and technological support. Its novelty lies in highlighting the interplay of cognitive, metacognitive, and digital strategies in enhancing postgraduate students’ comprehension and reading effectiveness. race to improve postgraduate students’ reading effectiveness and comprehension.]]>
