Critical Digital Literacy as a Transformative Framework for Indonesian Higher Education in the Digital Age

Abstract

The rapid advancement of digital technology has transformed literacy practices in higher education, requiring a shift from basic digital skills toward Critical Digital Literacy (CDL). This study aims to examine the role of CDL in Indonesian higher education as a framework for integrating academic competence, cultural awareness, and ethical responsibility. Using a systematic literature review (SLR) approach, this study analyzes 50 peer-reviewed journal articles published between 2014 and 2025 that focus on digital literacy, critical pedagogy, and higher education contexts. The findings reveal six key domains of CDL integration: critical digital pedagogy, cultural competence, academic literacies, specialized digital literacies, evaluation ap- proaches, and institutional challenges. The study highlights that while CDL offers significant potential to enhance students’ critical thinking and digital citizenship, its implementation in Indonesia faces challenges related to infrastructure gaps, lecturer readiness, and policy support. The study concludes that systematic and sustainable institutional strategies are essential to successfully embed CDL in Indonesian higher education.