The Impact of Digital Learning Tools on Students’ Critical Thinking and Academic Engagement in Higher Education: The Mediating Role of Cognitive Engagement and the Moderating Role of Digital Literacy

Abstract

The study will focus on the impacts of digital learning resources on academic performance and critical thinking among Pakistani higher education students, including the moderating effect of digital literacy and the mediating effect of cognitive engagement. A quantitative design was used to collect data of 300 students in different fields in the university. These results indicate that digital learning tools are also very effective in enhancing cognitive engagement (b = 0.58, p < 0.001) and academic performance (b = 0.46, p < 0.001). The mediating effect of cognitive engagement is supported by the positive association it has with academic performance (b = 0.41, p < 0.001). Moreover, students with more advanced digital literacy levels are at an advantage in academic life in digital space because the relationship between digital learning tools and cognitive engagement is stronger (b = 0.19, p < 0.001). The findings indicate that the quality of the higher-order thinking and academic achievement of students can be enhanced with the combination of technology integration, and cognitive engagement and digital literacy. The research provides institutions of higher learning with a practical guide on how to design literacy curricula and pedagogical models that foster active, reflective and technologically intelligent students.