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Enhancing digital and multimodal literacy in Indonesia's language education: a strategic policy framework for twenty-first-century engagement
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DOI：10.1080/14664208.2026.2633476.png)
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Abstract
En 中文
In the digital era, multimodal literacy - the ability to interpret and create meaning through various communication modes such as text, images, audio, and video - is essential for developing twenty-first-century skills. This study presents a strategic framework to integrate multimodal literacy into Indonesia's language education policy to enhance digital literacy and student engagement. Building on contemporary educational theories, the framework emphasizes incorporating digital tools into language curricula to accommodate different learning styles and promote critical thinking. Employing a mixed-methods approach, the research conducts a policy analysis to identify gaps and opportunities for multimodal integration within Indonesia's language education system. The framework was piloted in selected schools through curriculum redesign, professional development for educators, and digital infrastructure investment. Pre- and post-intervention assessments indicate significant improvements in students' digital literacy skills and engagement. Qualitative insights from interviews and focus groups support these findings, highlighting enhanced instructional practices and increased proficiency in utilizing multimodal resources. The study underscores the critical role of strategic policy integration in advancing multimodal literacy within language education, offering implications for policymakers, educators, and stakeholders. By promoting an inclusive learning environment, the framework serves as a catalyst for transformative practices that prepare students for success in a digitally interconnected world.
Keywords:
Multimodal literacy
language education policy
digital literacy
student engagement
21st-century skills
strategic framework
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