Embedding Digital Literacy into Problem-Based Learning to Foster Creativity in Diagnosing EFI Systems: A Vocational Education Innovation
DOI:
https://doi.org/10.56294/saludcyt20251938Keywords:
Digital Literacy, Vocational Education, Creativity, EFI Diagnosis, Problem-Based LearningAbstract
Introduction: Vocational students often struggle to diagnose EFI systems due to the abstract nature of the concepts and limited digital skills. Conventional teaching methods fall short in fostering creativity for solving complex technical problems. This study aimed to develop and evaluate a Problem-Based Learning model integrated with Digital Literacy (PBL-DL) to enhance students’ creativity in diagnosing EFI systems.
Method: Using an adapted Borg and Gall development model, the study involved 176 participants, including teachers, students, and media/material experts. The research proceeded through four stages: preliminary study, design and development, user response testing, and effectiveness testing. Data collection instruments included questionnaires, expert validation checklists, and creativity observation sheets. Analyses used descriptive statistics, paired t-tests, and independent t-tests.
Results: The PBL-DL model significantly improved students’ creativity in diagnosing EFI systems. Indicators such as fluency, originality, and elaboration showed statistically significant increases. The integration of digital tools also enhanced students’ access to and engagement with learning materials. The model shows potential for broader application in other complex vocational learning contexts.
Conclusion: Integrating digital literacy into problem-based learning strengthens students’ creative problem-solving and classroom engagement. The PBL-DL framework contributes to more effective vocational education while supporting the development of essential 21st-century skills.
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