Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Interdisciplinary Journal of Social Sciences Heritage: Journal of Social Studies
Ali Miftakhu Rosyad
Universitas Wiralodra, Indonesia
Religion Economics, Econometrics & Finance Education Social Sciences

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Civic Knowledge, Skills, and Dispositions in Digital Learning Contexts: A Systematic Review Ali Miftakhu Rosyad
Heritage Vol. 7 No. 1 (2026): Heritage: Journal of Social Studies
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/hrtg.v7i1.210

Abstract

Digital technologies have transformed how students develop civic competencies in higher education. This systematic review synthesizes empirical evidence on civic learning outcomes across digital platforms and identifies digital learning modalities that most effectively foster civic knowledge, skills, and dispositions. Following PRISMA guidelines, 58 peer-reviewed articles (2014–2024) from Scopus, Web of Science, and ERIC were analyzed using narrative thematic synthesis and effect size comparison (Cohen's d). Interactive digital modalities, including online discussions, simulations, and collaborative platforms, produced moderate to large effects (d = 0.48–1.12) on civic skills and dispositions, whereas content-delivery approaches showed only small effects (d = 0.18–0.43), primarily on knowledge acquisition. However, most studies relied on self-reported outcomes measured within four weeks, with considerable methodological heterogeneity and frequent use of non-validated instruments, limiting conclusions about long-term behavioral change. Three civic competency domains emerged: cognitive, participatory, and affective. The review highlights that the effectiveness of digital learning depends more on interaction design than on technology type, with student-to-student and student-to-content interactions serving as stronger predictors of civic learning outcomes than specific digital platforms.
Technology-Enhanced Civic Education: A Systematic Literature Review of Digital Learning Systems and Civic Competencies Ali Miftakhu Rosyad
Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March: Transforming Islamic Education in the Global South: Critical Consciousne
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ijoss.v3i1.299

Abstract

Technology transforms civic education delivery and outcomes in higher education institutions worldwide. This systematic review addresses a critical gap by synthesizing empirical evidence on how specific digital learning systems support civic competency development, examining which technological features and pedagogical integration strategies effectively cultivate democratic citizenship capabilities. Following PRISMA guidelines, we analyzed 63 peer-reviewed articles published between 2014-2024 from Scopus, Web of Science, ERIC, and IEEE Xplore databases. Results show that technology-enhanced approaches combining interactive systems with structured pedagogy produce moderate to large effects (d=0.51-1.18) on civic competencies, while technology-as-content-delivery shows minimal effects (d=0.14-0.38). However, 79% of studies measure outcomes within one month post-intervention using self-report instruments, limiting conclusions about sustained behavioral change. Four categories of digital learning systems emerged: learning management systems, specialized civic platforms, immersive technologies, and social networking tools. Substantial gaps exist in longitudinal behavioral research, implementation science studies, and comparative system effectiveness analyses. Critical Gap: No prior systematic review has explicitly synthesized empirical evidence on which digital learning systems and pedagogical integration strategies most effectively develop all four civic competency dimensions (cognitive, participatory, affective, and behavioral) in higher education globally, including in developing and Asian contexts where this urgency is greatest. Novelty: This study provides the first PRISMA-guided, cross-dimensional synthesis demonstrating that pedagogical integration quality—not technological sophistication—is the primary predictor of civic learning outcomes, offering an evidence-based framework transferable across diverse institutional and cultural contexts worldwide.
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