Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review

David Berthony Manalu; Rudi Hartono; Yuliati

doi:10.59211/mjpjetl.v4i1.274

Language Education Open access

0Citations

PDF Cite this article Article information

Article information

Journal: Journal of Education and Teaching Learning
ISSN: e-ISSN 2986-3015 · p-ISSN 2986-3791
Issue: Vol.4 No.1 July (2026)
Section: Language Education
Pages: 1079-1094
Article ID: 274
Submitted: 13-06-2026
Published: 21-07-2026
Language: English
License: CC BY-NC-SA 4.0
DOI: 10.59211/mjpjetl.v4i1.274

Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review

Authors

David Berthony Manalu Doctoral Program of Language Education, Faculty of Language and Arts, Universitas Negeri Semarang
Rudi Hartono
Yuliati

DOI:

https://doi.org/10.59211/mjpjetl.v4i1.274

Keywords:

Deep learning pedagogy, ethical awareness, critical digital literacy, higher education

Abstract

This systematic literature review examines how deep learning pedagogy influences students’ ethical awareness and critical digital literacy in higher education. Existing research has discussed deep learning, digital literacy, and ethical awareness separately, yet limited attention has been given to how these three constructs intersect as an integrated pedagogical concern in university learning. To address this gap, the review analyzed 16 articles published between 2016 and 2026, selected from Scopus, ERIC, ScienceDirect, SpringerLink, Taylor & Francis Online, and SINTA 1 and 2 journals. The review followed systematic review procedures informed by Zawacki-Richter et al. and PRISMA 2020, with analysis focused on publication trends, countries, research methods, conceptualizations, pedagogical strategies, and research gaps. The findings show that deep learning pedagogy is commonly associated with student-centered learning, higher-order thinking, reflection, problem-solving, and authentic digital inquiry. Its influence is more evident in critical digital literacy than in ethical awareness, although recent AI ethics studies show growing attention to academic integrity, moral sensitivity, and responsible technology use. The novelty of this review lies in synthesizing deep learning pedagogy as a potential pathway for developing ethically aware and critically literate university students in digital higher education

Authors and contributors

Indonesia

Author Corresponding author

Doctoral Program of Language Education, Faculty of Language and Arts, Universitas Negeri Semarang
Indonesia

Author
Indonesia

Author

Downloads

Download data is not yet available.

References

[1] G. Polizzi, “Digital Literacy and the National Curriculum for England,” Comput. Educ., vol. 152, p. 103859, 2020, doi: 10.1016/j.compedu.2020.103859.

[2] H. Potzsch, “Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications,” TripleC, vol. 17, no. 2, pp. 221–240, 2019, doi: 10.31269/triplec.v17i2.1093.

[3] S. C. Kong and J. Zhu, “Developing and Validating an Artificial Intelligence Ethical Awareness Scale for Secondary and University Students,” Comput. Educ. Artif. Intell., vol. 9, p. 100447, 2025, doi: 10.1016/j.caeai.2025.100447.

[4] M. Fullan, J. Quinn, and J. McEachen, Deep Learning: Engage the World, Change the World. Corwin, 2018.

[5] L. Floridi et al., “AI4People---An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations,” Minds Mach., vol. 28, no. 4, pp. 689–707, 2018, doi: 10.1007/s11023-018-9482-5.

[6] G. McPhail, “The Search for Deep Learning: A Curriculum Coherence Model,” J. Curric. Stud., pp. 1–15, 2021, doi: 10.1080/00220272.2020.1748231.

[7] C. Weninger and H. Xu, “AI, Representation, and Critical Digital Literacy: Navigating Visual Bias in the Digital Age,” System, vol. 136, p. 103896, 2026, doi: 10.1016/j.system.2025.103896.

[8] X. Tian, K. H. Park, and Q. Liu, “Deep Learning Influences on Higher Education Students’ Digital Literacy,” Int. J. Eng. Pedagog., vol. 13, no. 6, pp. 33–49, 2023, doi: 10.3991/ijep.v13i6.38177.

[9] M. J. Page, J. E. McKenzie, P. M. Bossuyt, and others, “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews,” BMJ, vol. 372, p. n71, 2021, doi: 10.1136/bmj.n71.

[10] A. Walid, M. J. Masri, S. Sulaiman, N. A. Aris, and N. Nurhandayani, “Academic Ethics in the Age of AI: A Case Study at STKIP DDI Pinrang,” APLIKATIF, vol. 4, no. 3, pp. 288–299, 2025, doi: 10.59110/aplikatif.v4i3.667.

[11] M. Fitrah et al., “Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform,” Educ. Sci., vol. 15, no. 10, p. 1344, 2025, doi: 10.3390/EDUCSCI15101344.

[12] S. C. Kong and J. Zhu, “Developing and Validating an Artificial Intelligence Ethical Awareness Scale for Secondary and University Students: Cultivating Ethical Awareness Through Problem-Solving with Artificial Intelligence Tools,” Comput. Educ. Artif. Intell., vol. 9, p. 100447, 2025, doi: 10.1016/j.caeai.2025.100447.

[13] E. Beck, M. E. Goin, A. Ho, A. Parks, and S. Rowe, “Critical Digital Literacy as Method for Teaching Tactics of Response to Online Surveillance and Privacy Erosion,” Comput. Compos., vol. 61, p. 102654, 2021, doi: 10.1016/j.compcom.2021.102654.

[14] L. Pangrazio, “Reconceptualising Critical Digital Literacy,” Discourse Stud. Cult. Polit. Educ., vol. 37, no. 2, pp. 163–174, 2016, doi: 10.1080/01596306.2014.942836.

[15] Syahruddin and M. Agus, “Critical Digital Literacy for Teachers: Evaluating Pedagogical Models, Support Systems, and Policy Implications in a Hybrid Learning Era,” Teach. Teach. Educ., vol. 175, p. 105437, 2026, doi: 10.1016/j.tate.2026.105437.

[16] Y. Zhang, “Impact of Digital Literacy on College Students’ English Proficiency: The Mediating Role of Learning Motivation and the Moderating Effect of Technological Self-Efficacy,” Acta Psychol. (Amst)., vol. 259, p. 105452, 2025, doi: 10.1016/j.actpsy.2025.105452.

[17] A. Bacalja, C. Beavis, and A. O’Brien, “Shifting Landscapes of Digital Literacy,” Aust. J. Lang. Lit., vol. 45, no. 2, pp. 253–263, 2022, doi: 10.1007/s44020-022-00019-x.

[18] E. Syatriana and H. Turdieva, “Critical Digital Literacy as a Transformative Framework for Indonesian Higher Education in the Digital Age,” Alfraganus Xalqaro Ilmiy Jurnali, vol. 3, no. 5, pp. 3–7, 2026, doi: 10.63294/isja/vol3iss5/179.

[19] S. Silvhiany, S. Huzaifah, and I. Ismet, “Critical Digital Literacy: EFL Students’ Ability to Evaluate Online Sources,” Indones. J. EFL Linguist., vol. 6, no. 1, pp. 249–263, 2021, doi: 10.21462/ijefl.v6i1.364.

[20] H. M. Rini and S. Nabhan, “Exploring Critical Digital Literacy in a Higher Education EFL Classroom,” ELT Forum, vol. 12, no. 3, pp. 216–228, 2023, doi: 10.15294/elt.v12i3.69160.

[21] Y. Yang, “Influences of Digital Literacy and Moral Sensitivity on Artificial Intelligence Ethics Awareness Among Nursing Students,” Healthcare, vol. 12, no. 21, p. 2172, 2024, doi: 10.3390/healthcare12212172.

[22] O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, and K. Buntins, Eds., Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Wiesbaden: Springer VS, 2020. doi: 10.1007/978-3-658-27602-7.

[23] R. Jiang, “Understanding, Investigating, and Promoting Deep Learning in Language Education: A Survey on Chinese College Students’ Deep Learning in the Online EFL Teaching Context,” Front. Psychol., vol. 13, 2022, doi: 10.3389/fpsyg.2022.955565.

[24] S. Wang and D. Zhang, “Student-Centred Teaching, Deep Learning and Self-Reported Ability Improvement in Higher Education,” Innov. Educ. Teach. Int., vol. 56, no. 5, pp. 581–593, 2018, doi: 10.1080/14703297.2018.1490662.

[25] D. Shi, D. Irwin, and P. Du, “Languaging Dynamics in Interactive Lecturing,” Classr. Discourse, vol. 14, no. 2, pp. 147–166, 2023, doi: 10.1080/19463014.2021.1971543.

[26] M. Abuadas and Z. Albikawi, “AI Ethical Awareness and Academic Integrity in Higher Education: Development and Validation of a New Scale,” Ethics Behav., vol. 36, no. 2, pp. 125–142, 2026, doi: 10.1080/10508422.2025.2511336.

[27] L. Pangrazio, A.-L. Godhe, and A. G. L. Ledesma, “What is Digital Literacy? A Comparative Review of Publications Across Three Language Contexts,” E-Learning Digit. Media, vol. 17, no. 6, pp. 442–459, 2020, doi: 10.1177/2042753020946291.

[28] D. Gutierrez-Ujaque, “Towards a Critical Digital Literacy and Consciousness in Higher Education: The Emancipatory Role of Critical Digital Pedagogy,” Pedagogies, vol. 19, no. 3, pp. 337–371, 2024, doi: 10.1080/1554480X.2024.2379787.

[29] J. Quinn, J. McEachen, M. Fullan, M. Gardner, and M. Drummy, Dive into Deep Learning: Tools for Engagement. Corwin, 2020.

[30] D. Guti’errez-Ujaque, “Towards a Critical Digital Literacy and Consciousness in Higher Education: The Emancipatory Role of Critical Digital Pedagogy,” Pedagog. An Int. J., vol. 19, no. 3, pp. 337–371, 2024, doi: 10.1080/1554480X.2024.2379787.

[31] E. Fadilah, “A Multifaceted Framework for Critical Digital Literacy in Transforming Human Resources,” Indones. J. English Educ., pp. 462–486, 2023, doi: 10.15408/ijee.v10i2.34208.

[32] P. Mytra, D. Danial, and L. Qadrianti, “Digital Literacy and Digital Ethics of University Students in the Era of Artificial Intelligence: A Study at Universitas Islam Ahmad Dahlan Sinjai,” JTMT J. Tadris Mat., vol. 6, no. 2, pp. 20–28, 2025, doi: 10.47435/jtmt.v6i2.4116.

Downloads

Published

21-07-2026

Issue

Vol.4 No.1 July (2026)

Section

Language Education

URN

https://nbn-resolving.de/urn:nbn:de:0000-mjpjetl.v4i1.2748

License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.

Article metrics

0Views
0Downloads
0Citations

Article statistics

0 Abstract views
0 Downloads
0 Citations

Views and downloads per month

Abstract views Downloads

No views or downloads in the last 12 months yet.

Counted by OJS (COUNTER R5 usage statistics).

References

G. Polizzi, “Digital Literacy and the National Curriculum for England,” Comput. Educ., vol. 152, p. 103859, 2020, doi: 10.1016/j.compedu.2020.103859. DOI Google Scholar
H. Potzsch, “Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications,” TripleC, vol. 17, no. 2, pp. 221–240, 2019, doi: 10.31269/triplec.v17i2.1093. DOI Google Scholar
S. C. Kong and J. Zhu, “Developing and Validating an Artificial Intelligence Ethical Awareness Scale for Secondary and University Students,” Comput. Educ. Artif. Intell., vol. 9, p. 100447, 2025, doi: 10.1016/j.caeai.2025.100447. DOI Google Scholar
M. Fullan, J. Quinn, and J. McEachen, Deep Learning: Engage the World, Change the World. Corwin, 2018. Google Scholar
L. Floridi et al., “AI4People---An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations,” Minds Mach., vol. 28, no. 4, pp. 689–707, 2018, doi: 10.1007/s11023-018-9482-5. DOI Google Scholar
G. McPhail, “The Search for Deep Learning: A Curriculum Coherence Model,” J. Curric. Stud., pp. 1–15, 2021, doi: 10.1080/00220272.2020.1748231. DOI Google Scholar
C. Weninger and H. Xu, “AI, Representation, and Critical Digital Literacy: Navigating Visual Bias in the Digital Age,” System, vol. 136, p. 103896, 2026, doi: 10.1016/j.system.2025.103896. DOI Google Scholar
X. Tian, K. H. Park, and Q. Liu, “Deep Learning Influences on Higher Education Students’ Digital Literacy,” Int. J. Eng. Pedagog., vol. 13, no. 6, pp. 33–49, 2023, doi: 10.3991/ijep.v13i6.38177. DOI Google Scholar
M. J. Page, J. E. McKenzie, P. M. Bossuyt, and others, “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews,” BMJ, vol. 372, p. n71, 2021, doi: 10.1136/bmj.n71. DOI Google Scholar
A. Walid, M. J. Masri, S. Sulaiman, N. A. Aris, and N. Nurhandayani, “Academic Ethics in the Age of AI: A Case Study at STKIP DDI Pinrang,” APLIKATIF, vol. 4, no. 3, pp. 288–299, 2025, doi: 10.59110/aplikatif.v4i3.667. DOI Google Scholar
M. Fitrah et al., “Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform,” Educ. Sci., vol. 15, no. 10, p. 1344, 2025, doi: 10.3390/EDUCSCI15101344. DOI Google Scholar
S. C. Kong and J. Zhu, “Developing and Validating an Artificial Intelligence Ethical Awareness Scale for Secondary and University Students: Cultivating Ethical Awareness Through Problem-Solving with Artificial Intelligence Tools,” Comput. Educ. Artif. Intell., vol. 9, p. 100447, 2025, doi: 10.1016/j.caeai.2025.100447. DOI Google Scholar
E. Beck, M. E. Goin, A. Ho, A. Parks, and S. Rowe, “Critical Digital Literacy as Method for Teaching Tactics of Response to Online Surveillance and Privacy Erosion,” Comput. Compos., vol. 61, p. 102654, 2021, doi: 10.1016/j.compcom.2021.102654. DOI Google Scholar
L. Pangrazio, “Reconceptualising Critical Digital Literacy,” Discourse Stud. Cult. Polit. Educ., vol. 37, no. 2, pp. 163–174, 2016, doi: 10.1080/01596306.2014.942836. DOI Google Scholar
Syahruddin and M. Agus, “Critical Digital Literacy for Teachers: Evaluating Pedagogical Models, Support Systems, and Policy Implications in a Hybrid Learning Era,” Teach. Teach. Educ., vol. 175, p. 105437, 2026, doi: 10.1016/j.tate.2026.105437. DOI Google Scholar
Y. Zhang, “Impact of Digital Literacy on College Students’ English Proficiency: The Mediating Role of Learning Motivation and the Moderating Effect of Technological Self-Efficacy,” Acta Psychol. (Amst)., vol. 259, p. 105452, 2025, doi: 10.1016/j.actpsy.2025.105452. DOI Google Scholar
A. Bacalja, C. Beavis, and A. O’Brien, “Shifting Landscapes of Digital Literacy,” Aust. J. Lang. Lit., vol. 45, no. 2, pp. 253–263, 2022, doi: 10.1007/s44020-022-00019-x. DOI Google Scholar
E. Syatriana and H. Turdieva, “Critical Digital Literacy as a Transformative Framework for Indonesian Higher Education in the Digital Age,” Alfraganus Xalqaro Ilmiy Jurnali, vol. 3, no. 5, pp. 3–7, 2026, doi: 10.63294/isja/vol3iss5/179. DOI Google Scholar
S. Silvhiany, S. Huzaifah, and I. Ismet, “Critical Digital Literacy: EFL Students’ Ability to Evaluate Online Sources,” Indones. J. EFL Linguist., vol. 6, no. 1, pp. 249–263, 2021, doi: 10.21462/ijefl.v6i1.364. DOI Google Scholar
H. M. Rini and S. Nabhan, “Exploring Critical Digital Literacy in a Higher Education EFL Classroom,” ELT Forum, vol. 12, no. 3, pp. 216–228, 2023, doi: 10.15294/elt.v12i3.69160. DOI Google Scholar
Y. Yang, “Influences of Digital Literacy and Moral Sensitivity on Artificial Intelligence Ethics Awareness Among Nursing Students,” Healthcare, vol. 12, no. 21, p. 2172, 2024, doi: 10.3390/healthcare12212172. DOI Google Scholar
O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, and K. Buntins, Eds., Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Wiesbaden: Springer VS, 2020. doi: 10.1007/978-3-658-27602-7. DOI Google Scholar
R. Jiang, “Understanding, Investigating, and Promoting Deep Learning in Language Education: A Survey on Chinese College Students’ Deep Learning in the Online EFL Teaching Context,” Front. Psychol., vol. 13, 2022, doi: 10.3389/fpsyg.2022.955565. DOI Google Scholar
S. Wang and D. Zhang, “Student-Centred Teaching, Deep Learning and Self-Reported Ability Improvement in Higher Education,” Innov. Educ. Teach. Int., vol. 56, no. 5, pp. 581–593, 2018, doi: 10.1080/14703297.2018.1490662. DOI Google Scholar
D. Shi, D. Irwin, and P. Du, “Languaging Dynamics in Interactive Lecturing,” Classr. Discourse, vol. 14, no. 2, pp. 147–166, 2023, doi: 10.1080/19463014.2021.1971543. DOI Google Scholar
M. Abuadas and Z. Albikawi, “AI Ethical Awareness and Academic Integrity in Higher Education: Development and Validation of a New Scale,” Ethics Behav., vol. 36, no. 2, pp. 125–142, 2026, doi: 10.1080/10508422.2025.2511336. DOI Google Scholar
L. Pangrazio, A.-L. Godhe, and A. G. L. Ledesma, “What is Digital Literacy? A Comparative Review of Publications Across Three Language Contexts,” E-Learning Digit. Media, vol. 17, no. 6, pp. 442–459, 2020, doi: 10.1177/2042753020946291. DOI Google Scholar
D. Gutierrez-Ujaque, “Towards a Critical Digital Literacy and Consciousness in Higher Education: The Emancipatory Role of Critical Digital Pedagogy,” Pedagogies, vol. 19, no. 3, pp. 337–371, 2024, doi: 10.1080/1554480X.2024.2379787. DOI Google Scholar
J. Quinn, J. McEachen, M. Fullan, M. Gardner, and M. Drummy, Dive into Deep Learning: Tools for Engagement. Corwin, 2020. Google Scholar
D. Guti’errez-Ujaque, “Towards a Critical Digital Literacy and Consciousness in Higher Education: The Emancipatory Role of Critical Digital Pedagogy,” Pedagog. An Int. J., vol. 19, no. 3, pp. 337–371, 2024, doi: 10.1080/1554480X.2024.2379787. DOI Google Scholar
E. Fadilah, “A Multifaceted Framework for Critical Digital Literacy in Transforming Human Resources,” Indones. J. English Educ., pp. 462–486, 2023, doi: 10.15408/ijee.v10i2.34208. DOI Google Scholar
P. Mytra, D. Danial, and L. Qadrianti, “Digital Literacy and Digital Ethics of University Students in the Era of Artificial Intelligence: A Study at Universitas Islam Ahmad Dahlan Sinjai,” JTMT J. Tadris Mat., vol. 6, no. 2, pp. 20–28, 2025, doi: 10.47435/jtmt.v6i2.4116. DOI Google Scholar

Cite this article

Berthony Manalu, D., Hartono, R., & Yuliati (2026). Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review. Journal of Education and Teaching Learning, 4(1), 1079–1094. https://doi.org/10.59211/mjpjetl.v4i1.274

@article{berthonymanalu2026,
  author = {Berthony Manalu, David and Hartono, Rudi and Yuliati},
  title = {Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review},
  journal = {Journal of Education and Teaching Learning},
  year = {2026},
  volume = {4},
  number = {1},
  pages = {1079--1094},
  doi = {10.59211/mjpjetl.v4i1.274},
  url = {https://doi.org/10.59211/mjpjetl.v4i1.274},
  issn = {2986-3015},
  publisher = {PT Media Jurnal dan Pendidikan}
}

TY  - JOUR
AU  - Berthony Manalu, David
AU  - Hartono, Rudi
AU  - Yuliati
TI  - Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review
JO  - Journal of Education and Teaching Learning
PY  - 2026
VL  - 4
IS  - 1
SP  - 1079
EP  - 1094
DO  - 10.59211/mjpjetl.v4i1.274
UR  - https://doi.org/10.59211/mjpjetl.v4i1.274
SN  - 2986-3015
PB  - PT Media Jurnal dan Pendidikan
ER  -

Comments

Comments are checked by the editorial team before they appear. Keep to the article's content; personal attacks, advertising and spam are removed.

Article information

Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review

Authors

DOI:

Keywords:

Abstract

Authors and contributors

Downloads

References

Downloads

Published

Issue

Section

URN

License

Article metrics

Article statistics

Views and downloads per month

References

Cite this article

Similar articles

Comments

Write a comment

Report a concern about this article

Most read articles by the same author(s)

Publish your research with us

Track submission

Accreditation

Journal policies

Author guides

Editorial guides

Partner guides

Journal statistics

Popular keywords

visitor

Article information

Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review

Authors

DOI:

Keywords:

Abstract

Authors and contributors

Downloads

References

Downloads

Published

Issue

Section

URN

License

Article metrics

Share

Article statistics

Views and downloads per month

References

Cite this article

Similar articles

Comments

Write a comment

Most read articles by the same author(s)

Publish your research with us

Track submission

Accreditation

Journal policies

Author guides

Editorial guides

Partner guides

Journal statistics

Popular keywords

visitor

sponsor