Promoting Learners’ Autonomy through Metacognitive, Higher-Order Thinking Skills and Digital Literacy of Indonesian Private Universities
Promoting Learners’ Autonomy through Metacognitive, Higher-Order Thinking Skills and Digital Literacy of Indonesian Private Universities

Summary/Abstract: Background/purpose. With expanding technology and globalization, the educational system must teach students academic knowledge and in-depth practical skills, including critical and independent thinking. This study aims to investigate how learner autonomy affects higherorder thinking skills, metacognition, and digital literacy in Indonesian private universities. Materials/methods. This study applied a quantitative approach, with a total number of participants of 1.232 students (N=1.232). It employed cluster random sampling to select participants in Indonesian private universities. Multivariate SEM-PLS data analysis was used. Results. The findings show that the t-test statistic of 2.021 at a 5% significance level (p < 0.05) substantiates this positive impact. This indicates that digital literacy (DL) substantially impacts learner autonomy (LAT). Equipping students with SRL, metacognitive methods, and HOTS can augment their autonomy in learning. HOTS (analyze, wise decision, new knowledge connection, creative solution) shows statistically significant effects on students' digital literacy through easyto-use technology, accurate information, and technology collaboration in use. Improved digital literacy helps students to regulate their learning process and reflect on themselves, hence developing metacognitive namely study reflection, evaluation, special strategy, and own learning strategy. Moreover, metacognitive skills improve learner autonomy, meaning that students with strong self-regulation capacity are more likely to properly monitor and guide their learning. Conclusion. By improving students' access to, analysis of, and application of knowledge, digital literacy strengthens their critical thinking abilities and self-regulation of learning practices. Recommendation to enhance self-regulated learning strategies and encourage students to critically evaluate, reflect, and make informed academic and professional decisions by identifying these interconnections.

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