Digital Literacy and Student Engagement as Factors of Flexible Thinking in Learning

Abstract

The rapid integration of digital technologies in education demands that students develop both digital literacy and active engagement to navigate complex learning environments, yet the combined influence of these factors on flexible thinking remains underexplored among students in Davao City. This study aimed to determine the combined influence of digital literacy and student engagement on flexible thinking in learning among students in Davao City. Using a quantitative, non-experimental descriptive–correlational research design, the study assessed the levels of students’ digital literacy, student engagement, and flexible thinking, as well as the relationships among these variables. Using Slovin’s formula at a 5% margin of error, a sample size of 184 was drawn from the total population of 338. Data were gathered through validated survey questionnaires and analyzed using appropriate statistical tools, including the mean, standard deviation, regression analysis, and Pearson’s Product Moment Correlation Coefficient (Pearson’s r) to determine significant relationships and predictive influence, and Multiple Linear Regression. Findings revealed that students generally demonstrated moderate to high levels of digital literacy, engagement, and flexible thinking in learning, with significant relationships identified between digital literacy and flexible thinking in learning, as well as between student engagement and flexible thinking in learning. Moreover, digital literacy and student engagement were found to significantly predict students’ flexible thinking in learning. The results underscore the importance of strengthening digital competencies and active engagement strategies to foster flexible, adaptive thinking among learners. The study offers valuable implications for educators and school administrators in designing instructional practices that support meaningful learning in digital contexts.