<![CDATA[Writing courses in higher education often fail to engage students and effectively develop their skills due to outdated instructional approaches. This community service project aimed to evaluate the effectiveness of Google Sites in enhancing students’ academic writing skills through interactive digital learning. A quasi-experimental design was employed involving 30 students, utilizing pre-test and post-test assessments. Data were collected through writing skill tests, questionnaires, and observation sheets. Quantitative data were analyzed using descriptive statistics, normality testing, and paired-sample t-tests. The results revealed a statistically significant improvement in post-test scores, along with greater consistency in student performance. The findings indicate that Google Sites fosters active engagement, immediate feedback, and collaborative learning in writing instruction. The platform demonstrates substantial potential as a scalable digital tool for improving writing education in higher education settings. The integration of digital technology in writing instruction enhances student participation, motivation, and creativity in expressing ideas. Through interactive digital platforms, students become active agents in the learning process, engaging in collaboration, receiving direct feedback, and revising their work more reflectively.]]>
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