Project-Based Learning as a Catalyst for Promoting Digital Literacy: A Case Study of Software Engineering Technology Students

Abstract

Students of software engineering technology program must continually implement innovative pedagogical and instructional approaches to prepare the best graduates who exhibit technology adaptability. Project-based learning (PBL) encourages students to use critical thinking skills to create real-world products. This study aimed to explore students’ perceptions and experiences of a PBL instructional design for digital literacy skill development in a software engineering program. All students in the course completed eBook projects about local community villages. A questionnaire was distributed to 127 students as data sources, which were analysed thematically. After aligning the project-based learning and digital literacy components, the results show that the students have positive perceptions of the implementation of project-based learning with the infusion of digital literacy skills and describe how the project helped them enhance their skills, including acquiring, synthesizing, and creating digital content, and evaluating the intended prototype using various kinds of digital tools. Lastly, this study hopefully contributes to the existing literature on how project-based learning can be implemented to promote digital literacy skills so that further studies within other disciplines and enormous scope can be conducted.