<![CDATA[This mixed-methods study explores how digital storytelling (DST) fosters metacognition and influences college students' views on critical literacy in the digital age. Sixty students from Institut Studi Islam Muhammadiyah Pacitan, Indonesia, participated in a DST-based activity designed to promote literary analysis. Surveys and interviews before and after the intervention examined changes in students' metacognitive awareness and perspectives on DST's role in enhancing critical literacy. Findings showed notable improvements in students’ metacognitive processes and understanding of critical literacy following DST engagement. Quantitative results indicated increased recognition of DST’s ability to support personalized learning (mean scores rose from 3.6 to 4.12) and critical thinking skills (mean scores rose from 3.05 to 3.85). Qualitative data revealed that DST interaction encouraged deeper metacognitive reflection, making students more aware of their thought processes during analysis. Students also broadened their views of critical literacy to include DST literacy, emphasizing the importance of evaluating and effectively using digital tools. Privacy concerns decreased, but students retained an awareness of ethical issues linked to DST-based learning. This study highlights DST’s potential as a tool for promoting metacognition and redefining critical literacy. It calls for integrating DST into curricula and teacher training to enhance reflective learning and digital literacy.]]>
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