<![CDATA[The rapid advancement of digital technology has made digital competencies essential in higher education, requiring universities to equip students with critical thinking, digital information management, online collaboration, and ethical technology use. However, the implementation of an impact-based curriculum aimed at developing digital competencies faces several challenges, including varying levels of students’ digital literacy, limited access to digital devices and internet connectivity, and lecturers’ readiness to facilitate digital learning. This study employed a descriptive qualitative research design to describe the implementation of an impact-based curriculum and analyze its implications for students’ digital competency development. The research subjects consisted of lecturers and students involved in digital learning in higher education. Data were collected through interviews, observations, and documentation, while data analysis involved data reduction, data presentation, and conclusion drawing. The findings indicate that curriculum implementation begins with systematic lesson planning, syllabus alignment, and the provision of flexible digital learning materials. Digital platforms facilitate content delivery, academic discussions, virtual group collaboration, and digital project development, thereby encouraging active student engagement. Lecturers serve as facilitators by providing conceptual guidance, technical instructions, and continuous feedback, while adaptive teaching strategies help address technological constraints and differences in digital literacy. These findings highlight the importance of systematic curriculum planning, lecturer support, and adaptive learning strategies in facilitating the development of students’ digital competencies in higher education.]]>
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