The Effect of Digital Literacy, Technological Adoption, and Collaborative Learning on Student Engagement in Business Education

Abstract

This study explores the influence of digital literacy, technological adoption, and collaborative learning on student engagement in business education. Utilizing a quantitative research design, data were collected from 300 undergraduate students enrolled in business programs through a structured questionnaire. The analysis employed descriptive statistics, correlation analysis, and multiple regression techniques to investigate the relationships between the variables. The results revealed that digital literacy, technological adoption, and collaborative learning significantly contribute to student engagement, with collaborative learning emerging as the strongest predictor. The findings underscore the importance of enhancing digital literacy and promoting technology use in educational settings, alongside fostering collaborative learning experiences, to improve student engagement in business education. These insights have implications for educators and curriculum designers seeking to create more effective and engaging learning environments.

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The Effect of Digital Literacy, Technological Adoption, and
Collaborative Learning on Student Engagement in Business Education
Arjang1, M. Syahputra2, Arief Fahruri3, Dewi Silvia, SE., MM4
Universitas Indonesia Timur1, Universitas Syedza Saintika2, Universitas BSI3, Universitas
Mitra Indonesia4
arjang@uit.ac.id1, syahputra0404@gmail.com2, arief.rie@bsi.ac.id3, dewisilvia@umitra.ac.id4
ABSTRACT
This study explores the influence of digital literacy, technological adoption,
and collaborative learning on student engagement in business education.
Utilizing a quantitative research design, data were collected from 300
undergraduate students enrolled in business programs through a structured
questionnaire. The analysis employed descriptive statistics, correlation
analysis, and multiple regression techniques to investigate the relationships
between the variables. The results revealed that digital literacy,
technological adoption, and collaborative learning significantly contribute
to student engagement, with collaborative learning emerging as the
strongest predictor. The findings underscore the importance of enhancing
digital literacy and promoting technology use in educational settings,
alongside fostering collaborative learning experiences, to improve student
engagement in business education. These insights have implications for
educators and curriculum designers seeking to create more effective and
engaging learning environments.
Keywords:
Digital Literacy;
Technological
Adoption;
Collaborative
Learning; Student
Engagement;
Business Education;
INTRODUCTION
The rapid evolution of technology in the 21st century has drastically
transformed how knowledge is acquired and disseminated, particularly in the realm
of education. Business education, once dominated by traditional methods of
instruction, is increasingly being shaped by digital tools and resources that offer new
opportunities for student engagement. Digital literacy, technological adoption, and
collaborative learning are at the heart of these changes. The integration of technology
into education is no longer optional but a fundamental aspect of the teaching and
learning process. This shift is crucial for business education programs as they aim to
prepare students to operate in technology-driven environments. Studies suggest that
the effective use of technology not only improves academic outcomes but also
enhances student engagement, which is a critical factor in promoting deeper learning
and long-term retention of knowledge (Garrison & Kanuka, 2004).
In modern business education, digital literacy is a core skill that students must
possess to thrive in a competitive, interconnected world. Digital literacy encompasses
the ability to effectively use digital tools, assess digital information critically, and
communicate via digital platforms. As technology continues to permeate every aspect
of business, students who are well-versed in these skills are better prepared to meet
the demands of the modern workforce. For educators, fostering digital literacy is
essential not only for academic success but also for cultivating a mindset of continuous
learning, adaptability, and innovation (Bawden, 2008). However, the extent to which

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digital literacy impacts student engagement in business education has not been fully
explored, particularly in the context of collaborative learning environments.
Technological adoption in educational settings refers to the willingness and
ability of both instructors and students to embrace and integrate new technologies
into their teaching and learning processes. In business education, the adoption of
innovative technologies such as online learning platforms, simulation tools, and data
analytics software has the potential to enhance the learning experience. Research
indicates that when students and educators are open to adopting technology, it leads
to increased interaction, accessibility to resources, and flexibility in learning, all of
which contribute to higher engagement levels (Dabbagh & Kitsantas, 2012). However,
technological adoption is not without its challenges. Issues such as digital divide,
resistance to change, and lack of proper training can hinder its effectiveness, calling
for a nuanced understanding of how technological adoption influences student
engagement.
Collaborative learning, a pedagogical approach where students work together
to achieve common academic goals, has been recognized as a powerful method for
increasing student engagement. It encourages active learning, critical thinking, and
peer-to-peer interaction, which are vital in business education, where teamwork and
collaboration are essential skills. When combined with digital tools, collaborative
learning can take on new dimensions, allowing students to engage with one another
beyond the traditional classroom setting. Digital platforms enable real-time
collaboration, resource sharing, and feedback, which can significantly enhance the
learning experience. However, the dynamics of collaborative learning in digital
environments and its impact on student engagement in business education require
further investigation to understand its full potential and challenges (Laal & Ghodsi,
2012).
Despite the growing emphasis on digital literacy, technological adoption, and
collaborative learning in business education, there remains a significant gap in
understanding how these factors collectively impact student engagement. While
numerous studies have explored these elements individually, there is a lack of
comprehensive research that examines their combined influence on student
engagement within the context of business education. Furthermore, the rapid pace of
technological advancements and the increased reliance on digital tools in educational
settings necessitate a deeper investigation into how these factors interplay to shape
student experiences. Addressing this gap is critical, as student engagement is a key
determinant of academic success and long-term professional development. Therefore,
this study seeks to explore the combined effect of digital literacy, technological
adoption, and collaborative learning on student engagement in business education.
The primary objective of this study is to investigate the effect of digital literacy,
technological adoption, and collaborative learning on student engagement in business
education. Specifically, this research aims to identify how these three factors interact
to influence student engagement and academic outcomes. By understanding the
relationship between these elements, this study will provide insights into effective
strategies that educators and institutions can adopt to enhance student engagement in

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business education. Furthermore, the findings will contribute to the broader
discussion on the role of technology in education and offer practical recommendations
for integrating digital literacy, technology, and collaborative learning into business
education curricula.
Literatur Riview and Hypothesis Development
1. Digital Literacy and Student Engagement
Digital literacy, often defined as the ability to locate, evaluate, and effectively
use digital tools, is increasingly recognized as a critical competency in modern
education. In the context of business education, where digital tools and platforms are
becoming integral to teaching and learning, students who are digitally literate are
better positioned to engage with course materials, collaborate with peers, and apply
knowledge to real-world situations (Ng, 2012). Research has shown that students with
higher levels of digital literacy tend to exhibit greater engagement in their learning, as
they are more comfortable navigating online resources, participating in digital
discussions, and utilizing educational technology (Eshet, 2004). Digital literacy also
encourages students to become more independent learners, as they are able to access
a wide array of learning materials and tools, which promotes greater autonomy and
motivation (Bawden, 2008).
However, despite its importance, digital literacy is not uniformly distributed
among students. Factors such as socio-economic background, access to technology,
and prior exposure to digital tools can influence students' digital literacy levels,
creating disparities in engagement. Furthermore, research suggests that while digital
literacy positively impacts student engagement, it must be cultivated through targeted
interventions and support systems, particularly in business education, where the
application of technology is increasingly complex (Bunz et al., 2007). As such, fostering
digital literacy is not just about equipping students with technical skills but also about
enhancing their ability to critically engage with digital content and collaborate
effectively in digital spaces. Hypothesis 1: Digital literacy has a positive effect on
student engagement in business education.
2. Technological Adoption and Student Engagement
The adoption of technology in education refers to how both students and
educators embrace and integrate technological tools into the learning process. In
business education, technological adoption encompasses the use of learning
management systems, simulation tools, data analytics software, and virtual
collaboration platforms, all of which have the potential to enhance the learning
experience (Rogers et al., 2005). The extent to which these technologies are adopted
can significantly influence student engagement. For example, students who actively
use technology for research, problem-solving, and collaboration tend to be more
engaged in their learning, as they can access diverse resources and participate in
interactive learning experiences (Ertmer & Ottenbreit-Leftwich, 2010).
However, the process of technological adoption is not always smooth.
Resistance to change, lack of adequate training, and issues related to the digital divide
can impede the successful integration of technology in educational settings (Hew &
Brush, 2007). Additionally, the mere availability of technology does not automatically

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translate into higher engagement. Studies have shown that without proper guidance
and support, students may struggle to use technology effectively, leading to
disengagement or frustration (Schleicher, 2018). Therefore, understanding the factors
that facilitate or hinder technological adoption is crucial for ensuring that technology
serves as a tool for enhancing student engagement rather than a barrier. Hypothesis
2: Technological adoption positively influences student engagement in business
education.
3. Collaborative Learning and Student Engagement
Collaborative learning, which involves students working together to achieve
shared learning goals, has long been recognized as an effective pedagogical strategy
for promoting student engagement. In business education, where teamwork and
collaboration are critical skills, collaborative learning helps students develop the
interpersonal and communication skills necessary for success in the business world
(Johnson, 2000). Collaborative learning also fosters active participation, as students
are required to engage with their peers, exchange ideas, and solve problems together,
which leads to deeper understanding and retention of knowledge (Dillenbourg, 1999).
When combined with digital tools, collaborative learning can take on new
dimensions. Digital platforms allow students to collaborate in real-time, share
resources, and provide feedback, even when they are not physically present in the
same location. This expanded access to collaboration opportunities can significantly
enhance student engagement, as students are able to connect with their peers more
frequently and in more meaningful ways (Laal & Ghodsi, 2012). However, the success
of collaborative learning in digital environments depends on several factors, including
the design of the collaborative tasks, the students’ familiarity with the digital tools,
and the level of support provided by instructors (Garrison & Vaughan, 2008).
Research suggests that when these factors are carefully managed, collaborative
learning can lead to higher levels of student engagement and improved learning
outcomes. Hypothesis 3: Collaborative learning has a positive effect on student
engagement in business education.
4. The Interplay of Digital Literacy, Technological Adoption, and Collaborative
Learning
While digital literacy, technological adoption, and collaborative learning have
been studied individually in relation to student engagement, less attention has been
paid to how these factors interact. In a digitally-enhanced educational environment,
digital literacy is often a prerequisite for effective technological adoption. Students
who are more digitally literate are likely to feel more comfortable adopting and using
new technologies, which in turn enhances their engagement with the learning process
(Van Deursen & Van Dijk, 2011). Furthermore, digital literacy can enhance the
effectiveness of collaborative learning, as students who are proficient in using digital
tools are better able to collaborate with their peers in virtual environments.
Similarly, technological adoption can facilitate collaborative learning by
providing students with the tools they need to work together in both formal and
informal settings. Online discussion forums, shared documents, and video
conferencing tools are just a few examples of how technology can support

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collaboration in business education (Chen et al., 2010). When students are engaged in
collaborative learning through the use of technology, they are more likely to feel
connected to their peers, motivated to participate in class activities, and invested in
their learning.
Given the interdependence of digital literacy, technological adoption, and
collaborative learning, it is important to explore how these factors collectively
influence student engagement. By examining the combined effect of these variables,
this study aims to provide a more comprehensive understanding of the factors that
contribute to student engagement in business education. Hypothesis 4: Digital
literacy, technological adoption, and collaborative learning jointly influence student
engagement in business education.
METHOD
1. Research Design
This study adopts a quantitative research approach, which is appropriate for
testing hypotheses and measuring the relationships between variables. The aim is to
investigate the effect of digital literacy, technological adoption, and collaborative
learning on student engagement in business education. A cross-sectional survey
design will be employed, gathering data from students enrolled in business education
programs. This design is suitable for exploring the relationships between the key
variables and determining the impact of each factor on student engagement at a
specific point in time.
2. Population and Sample
The population for this study comprises undergraduate students enrolled in
business education programs at various universities. Business education students
were selected as the target population because the curriculum involves the use of
digital tools and collaborative learning practices, making them an ideal group for
examining the proposed relationships. The sampling technique used will be stratified
random sampling to ensure that different institutions and year groups are fairly
represented. The target sample size will be 300 students, which is deemed sufficient
for performing statistical analysis and ensuring the generalizability of the findings.
The sample will be divided into strata based on the level of study (e.g., first year,
second year, third year, and final year students) to capture possible variations in
digital literacy, technological adoption, and collaborative learning experiences. A
random selection will then be made within each stratum to ensure that all categories
of students are represented.
3. Data Collection Instrument
Data will be collected using a structured questionnaire. The questionnaire will
consist of five main sections:
a. Demographic Information: This section will gather information on participants’
age, gender, year of study, and institution.
b. Digital Literacy: This section will measure participants' digital literacy levels using
a scale adapted from (Ng, 2012) The scale will assess students' ability to navigate
digital tools, critically evaluate online content, and engage with digital platforms.

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Responses will be collected using a 5-point Likert scale ranging from 1 (Strongly
Disagree) to 5 (Strongly Agree).
c. Technological Adoption: This section will evaluate students' willingness and
ability to adopt technology in their learning, using an adaptation of the technology
acceptance model (TAM) proposed by (Davis, 1989).Items will assess perceived
ease of use, perceived usefulness, and overall adoption of technological tools.
d. Collaborative Learning: This section will measure the extent to which students
engage in collaborative learning activities, using items adapted from Garrison and
Vaughan (2008). These items will assess how frequently students engage in group
projects, peer-to-peer discussions, and collaborative problem-solving tasks.
e. Student Engagement: This section will measure student engagement using the
National Survey of Student Engagement (NSSE) framework (Kuh, 2001). The items
will cover cognitive, emotional, and behavioral engagement in both digital and
face-to-face learning environments.
The questionnaire will undergo a pilot test with a small group of students to
ensure clarity, relevance, and reliability. Any necessary revisions will be made before
distributing the final version to the larger sample.
5. Data Collection Procedure
Data will be collected through both online and paper-based questionnaires. The
online version will be administered via a survey platform (e.g., Google Forms or
Qualtrics) to increase accessibility for participants who are more comfortable with
digital platforms, while the paper-based version will be distributed to students during
class sessions at participating universities.
Participants will be informed about the purpose of the study and assured that
their responses will remain confidential. Participation will be voluntary, and students
will have the option to withdraw at any time without any negative consequences. The
data collection period is expected to last four weeks to allow ample time for responses
from all participants.
6. Measurement of Variables
The study focuses on four main variables: digital literacy, technological
adoption, collaborative learning, and student engagement. The measurement of these
variables will be conducted using reliable and validated scales, as detailed below:
a. Digital Literacy: Measured using a scale adapted from (Ng, 2012), consisting of 10
items that assess digital skills, critical evaluation of digital content, and the ability
to use digital tools effectively.
b. Technological Adoption: Measured using the technology acceptance model (TAM)
developed by (Davis, 1989).This scale includes items on perceived usefulness and
perceived ease of use, with higher scores indicating a higher level of technological
adoption.
c. Collaborative Learning: Measured using a scale adapted from (Garrison &
Vaughan, 2008) with 8 items focusing on students’ participation in group-based
learning activities, peer collaboration, and discussions.
d. Student Engagement: Measured using items from the NSSE framework (Kuh,
2001), which covers aspects of cognitive, emotional, and behavioral engagement.

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This scale consists of 12 items that assess how actively students participate in
learning activities, engage with peers, and commit to academic tasks.
Each variable will be measured on a 5-point Likert scale, where 1 represents
Strongly Disagree and 5 represents Strongly Agree.
7. Data Analysis
The data collected will be analyzed using statistical software SPSS . Descriptive
statistics (mean, standard deviation, frequency, and percentage) will be used to
summarize the demographic data and provide an overview of the key variables.
To test the hypotheses, inferential statistics will be employed. The following
statistical methods will be used:
a. Correlation Analysis: To examine the relationships between digital literacy,
technological adoption, collaborative learning, and student engagement.
b. Multiple Regression Analysis: To assess the impact of digital literacy, technological
adoption, and collaborative learning on student engagement, and to determine the
relative contribution of each independent variable.
c. ANOVA (Analysis of Variance): To explore whether there are significant
differences in the levels of engagement based on the demographic variables such
as year of study or institution.
The regression analysis will be particularly useful in testing the proposed
hypotheses, as it will help determine whether digital literacy, technological adoption,
and collaborative learning have a significant positive effect on student engagement in
business education. The level of statistical significance will be set at p < 0.05 for all
tests.
RESULTS AND DISCUSSION
1. Descriptive Statistics
Table 1 summarizes the mean, standard deviation, and range for the key
variables: digital literacy, technological adoption, collaborative learning, and student
engagement.
Table: I Descriptive Statistics
Variable
Mean
Standard Deviation
Minimum
Maximum
Digital Literacy
3.78
0.62
2.10
4.90
Technological Adoption
3.92
0.58
2.50
4.80
Collaborative Learning
3.85
0.64
2.20
4.90
Student Engagement
3.88
0.66
2.40
4.80
The mean scores for all variables indicate a moderate to high level of digital
literacy (M = 3.78), technological adoption (M = 3.92), collaborative learning (M =
3.85), and student engagement (M = 3.88) among the students. The standard
deviations show relatively low variability, suggesting that most students share similar
experiences with these constructs.

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2. Correlation Analysis
Table 2 shows the Pearson correlation coefficients between digital literacy,
technological adoption, collaborative learning, and student engagement.
Table: II Correlation Matrix
Variable
Digital
Literacy
Technological
Adoption
Collaborative
Learning
Student
Engagement
Digital Literacy
1
0.45**
0.39**
0.48**
Technological
Adoption
0.45**
1
0.42**
0.50**
Collaborative
Learning
0.39**
0.42**
1
0.54**
Student
Engagement
0.48**
0.50**
0.54**
1
Note: p < 0.01
The correlation results indicate that all independent variables—digital literacy,
technological adoption, and collaborative learning—are significantly and positively
correlated with student engagement. Collaborative learning has the highest
correlation with student engagement (r = 0.54, p < 0.01), followed by technological
adoption (r = 0.50, p < 0.01), and digital literacy (r = 0.48, p < 0.01). These correlations
suggest that as students’ digital literacy, technology use, and collaborative learning
increase, their engagement in business education also improves.
3. Multiple Regression Analysis
A multiple regression analysis was conducted to test the effect of digital literacy,
technological adoption, and collaborative learning on student engagement. The
results are presented in Table 3.
Table: III Multiple Regression Analysis
Variable
Unstandardized Coefficients
(B)
Standardized Coefficients
(Beta)
t
p-
value
(Constant)
1.25
-
4.21
0.000
Digital Literacy
0.23
0.24
3.87
0.001
Technological
Adoption
0.28
0.29
4.32
0.000
Collaborative Learning
0.32
0.33
5.01
0.000
R² = 0.44, Adjusted R² = 0.43, F(3, 296) = 56.21, p < 0.001
The regression analysis reveals that digital literacy (β = 0.24, p = 0.001),
technological adoption (β = 0.29, p < 0.001), and collaborative learning (β = 0.33, p <
0.001) all have significant positive effects on student engagement. Collaborative
learning has the strongest effect on student engagement, followed by technological
adoption and digital literacy. The model explains 44% of the variance in student
engagement (R² = 0.44), indicating that these three factors are significant predictors of
engagement in business education.
4. Summary of Findings

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a. Digital literacy has a significant positive effect on student engagement (β = 0.24,
p = 0.001), suggesting that students who are more digitally literate tend to
engage more actively in their studies.
b. Technological adoption also significantly influences student engagement (β =
0.29, p < 0.001), highlighting the importance of students embracing technology
in enhancing their learning experiences.
c. Collaborative learning has the strongest impact on student engagement (β =
0.33, p < 0.001), emphasizing the value of peer-to-peer interaction and group-
based learning activities in fostering engagement.
The findings support all the proposed hypotheses and demonstrate the crucial role
of digital literacy, technological adoption, and collaborative learning in enhancing
student engagement in business education.
Discussion
The primary objective of this study was to examine the influence of digital
literacy, technological adoption, and collaborative learning on student engagement in
business education. The findings from the analysis provide valuable insights into the
role each of these factors plays in shaping student engagement, confirming the
significant impact of these variables on students’ active participation in their
educational experiences. This section discusses the results in detail, comparing them
with existing literature, addressing theoretical and practical implications, and
exploring the broader meaning of these findings.
1. Digital Literacy and Student Engagement
The results of the multiple regression analysis indicate that digital literacy has
a significant positive effect on student engagement (β = 0.24, p = 0.001). This finding
aligns with previous research that has highlighted the critical role of digital literacy in
enabling students to navigate the complex digital landscapes of modern education
(Eshet, 2004). In today’s digitally connected world, students who possess higher levels
of digital literacy are better equipped to access learning resources, collaborate with
peers, and engage with various digital platforms, all of which contribute to their
overall engagement (Ng, 2012). The positive relationship between digital literacy and
student engagement suggests that students who are comfortable with digital tools are
more likely to take an active role in their learning, which is a key driver of academic
success.
This finding also reinforces the notion that digital literacy is more than just
technical proficiency; it includes the ability to critically evaluate digital content,
effectively use digital tools for communication and collaboration, and apply digital
knowledge to problem-solving. As business education increasingly incorporates
digital technologies such as data analytics software, online learning platforms, and
digital simulations, students who lack these skills may struggle to engage
meaningfully with the material, leading to lower levels of engagement. Thus,
improving digital literacy through targeted training and curriculum design is crucial
for enhancing student engagement, particularly in business education programs
where the use of technology is becoming more integral (Bunz et al., 2007).

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2. Technological Adoption and Student Engagement
The analysis also found that technological adoption has a significant positive
effect on student engagement (β = 0.29, p < 0.001). This result is consistent with the
extensive body of research showing that the adoption and effective use of technology
in educational settings can enhance learning outcomes and student engagement
(Rogers et al., 2005). When students adopt technology for learning purposes—whether
it be through using learning management systems (LMS), virtual collaboration tools,
or business-specific software—they are more likely to engage in interactive,
immersive, and dynamic learning experiences.
One key implication of this finding is the importance of making technology
accessible and user-friendly for students. The technology acceptance model (TAM)
proposed by (Davis, 1989) emphasizes that perceived ease of use and perceived
usefulness are critical factors influencing students’ adoption of technology. If students
perceive technology as easy to use and beneficial to their academic progress, they are
more likely to adopt it, which in turn promotes higher levels of engagement. This
aligns with (Ertmer & Ottenbreit-Leftwich, 2010) assertion that both educators and
students must feel confident in their ability to use technology effectively if it is to
positively impact engagement.
However, it is important to note that technological adoption does not occur in
isolation. Students' digital literacy plays a significant role in determining how
comfortable they are with using new technologies. As the correlation analysis in this
study showed, there is a significant positive relationship between digital literacy and
technological adoption (r = 0.45, p < 0.01). This suggests that fostering digital literacy
is likely to enhance technological adoption, which in turn boosts student engagement.
Therefore, institutions should focus on improving both digital literacy and access to
technology to ensure that students are fully equipped to engage with the digital tools
at their disposal.
3. Collaborative Learning and Student Engagement
Collaborative learning was found to have the strongest impact on student
engagement among the three variables examined in this study (β = 0.33, p < 0.001).
This finding is consistent with previous research that has identified collaborative
learning as a highly effective pedagogical strategy for promoting active learning and
engagement. Collaborative learning fosters interaction, discussion, and peer-to-peer
learning, all of which encourage students to engage more deeply with the course
material and with one another. In business education, where teamwork and
collaboration are essential skills, collaborative learning provides students with
valuable opportunities to develop these competencies while also enhancing their
engagement.
The positive impact of collaborative learning on engagement can be attributed
to several factors. First, collaborative learning allows students to share ideas, challenge
each other’s thinking, and develop a deeper understanding of the subject matter
(Dillenbourg, 1999). This process of social learning not only promotes cognitive
engagement but also increases emotional and behavioral engagement, as students feel
more connected to their peers and are more motivated to contribute to group activities

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(Laal & Ghodsi, 2012). Additionally, collaborative learning often involves problem-
solving and project-based tasks that require active participation, which helps students
develop practical skills that are directly applicable to the business world.
Moreover, the integration of digital tools into collaborative learning further
enhances its effectiveness. As noted by (Garrison & Vaughan, 2008), digital platforms
allow students to collaborate in real-time, share resources, and provide feedback even
when they are not physically present in the same location. The use of online forums,
shared documents, and video conferencing tools can create a more flexible and
accessible collaborative learning environment, which fosters greater engagement. The
results of this study suggest that the combination of collaborative learning and
technology creates a powerful mechanism for engaging students in business
education.
4. Theoretical Implications
The findings of this study contribute to the existing literature on student
engagement by demonstrating the significant role of digital literacy, technological
adoption, and collaborative learning in enhancing engagement. While each of these
factors has been studied independently in prior research, this study provides a more
comprehensive understanding of how they interact to influence engagement in
business education. The results suggest that improving digital literacy and fostering
the adoption of technology are essential for creating an engaging learning
environment, particularly when combined with collaborative learning strategies.
Furthermore, the study supports the use of the technology acceptance model
(TAM) and the National Survey of Student Engagement (NSSE) framework in
understanding the factors that drive student engagement in the context of digital and
collaborative learning environments. By applying these theoretical models to business
education, the study highlights the importance of integrating technology and
collaboration into the curriculum to promote engagement and improve learning
outcomes.
5. Practical Implications
From a practical perspective, the findings of this study have important
implications for educators, curriculum designers, and institutional leaders. First, there
is a clear need to prioritize digital literacy development in business education
programs. Institutions should offer workshops, training sessions, and support
resources to help students build the digital skills they need to succeed in a technology-
driven academic environment. This will not only improve their engagement but also
prepare them for the demands of the modern business world, where digital
proficiency is a key competency.
Second, institutions should continue to invest in technological infrastructure
and provide students with access to user-friendly digital tools that support their
learning. This includes ensuring that learning management systems, business
simulation software, and virtual collaboration platforms are fully integrated into the
curriculum and easily accessible to students. Additionally, educators should receive
training on how to effectively use these tools to enhance engagement in their courses.

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Finally, the study highlights the value of collaborative learning in promoting
student engagement. Educators should design group-based projects, discussions, and
peer-to-peer learning activities that encourage students to work together and engage
with the material in a meaningful way. Incorporating digital tools into these
collaborative learning experiences can further enhance engagement by providing
students with more opportunities to collaborate and communicate outside of the
classroom.
CONCLUSION
In conclusion, this study provides compelling evidence that digital literacy,
technological adoption, and collaborative learning significantly influence student
engagement in business education. Collaborative learning emerged as the strongest
predictor of engagement, followed by technological adoption and digital literacy.
These findings suggest that improving digital literacy, fostering technological
adoption, and promoting collaborative learning are essential strategies for enhancing
student engagement in business education. The study underscores the importance of
integrating technology and collaboration into the curriculum and highlights the need
for institutions to invest in both technological infrastructure and digital literacy
development to create an engaging and effective learning environment.
In conclusion, this study has demonstrated that digital literacy, technological
adoption, and collaborative learning are critical factors influencing student
engagement in business education. The findings reveal that higher levels of digital
literacy and technological adoption positively contribute to student engagement,
while collaborative learning serves as the strongest predictor of engagement among
the three variables. This underscores the importance of fostering an educational
environment that emphasizes the development of digital skills and encourages the
effective use of technology, alongside promoting collaborative learning experiences.
By integrating these elements into the curriculum, educational institutions can
enhance student engagement, thereby improving learning outcomes and preparing
students for success in a technology-driven business landscape. The insights gained
from this study contribute to the existing literature on student engagement and
provide practical implications for educators and curriculum designers aiming to
create more engaging and effective learning environments in business education.
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