<![CDATA[This study aims to examine the effectiveness of the Ignatian Cybergogical Experience (ICE) model from an andragogical perspective in improving students' digital literacy in the Teaching Material Development course. This research employed a quasi-experimental design with a nonequivalent control group design involving 60 undergraduate students divided into experimental and control groups. The experimental group received instruction using the ICE model, while the control group was taught using conventional methods. Data were collected through pretest and posttest, supported by questionnaires and observations, and analyzed using t-tests and N-Gain. The results revealed a significant improvement in students' digital literacy in the experimental group compared to the control group (p < 0.05). The N-Gain score in the experimental group was categorized as high, whereas the control group showed moderate improvement. These findings indicate that the ICE model based on andragogy is effective in enhancing digital literacy. The ICE model promotes meaningful, experience-based learning through reflection and active engagement, aligning with adult learning principles. Therefore, it can serve as an innovative instructional approach in higher education to support digital literacy development. Keywords:Ignatian Cybergogical Experience, andragogy, digital literacy, adult learning, higher education, teaching material development]]>
Copyrights © 2026
