INTERCULTURAL COMPETENCE AND DIGITAL LITERACY AS PREDICTORS OF STUDENT ENGAGEMENT AMONG SHS STUDENTS

Nova Marie D. Maniquez, Christian Jay O. Syting

Abstract


This descriptive-correlational design aimed to investigate which of the intercultural competence and digital literacy could significantly predict student engagement. It also assessed the levels of intercultural competence, digital literacy, and student engagement, and the correlations between intercultural competence and student engagement, as well as between digital literacy and student engagement. Surveys were administered to 181 senior high school students from the University of Mindanao, Matina Campus. The results indicated that the levels of intercultural competence, digital literacy, and student engagement were high. Furthermore, it was found that there was a significant correlation between intercultural competence and student engagement, as well as between digital literacy and student engagement. Both intercultural competence and digital literacy significantly predicted student engagement. However, intercultural competence demonstrated a slightly stronger influence, suggesting that students’ ability to understand and interact across cultures contributed more to their engagement than their digital literacy skills. This implies that fostering intercultural understanding alongside digital literacy can enhance students’ active participation and meaningful engagement in learning environments. The study contributes to the growing body of research on educational engagement by highlighting the intertwined roles of cultural awareness and digital competence in shaping effective and inclusive classroom experiences.

 

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education, intercultural competence, digital literacy, student engagement, descriptive-correlational, senior high school, Davao City, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6349

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