Adapting Curriculum for the Digital Age: Enhancing Critical Thinking and Digital Literacy Skills in Secondary Education

Abstract

Adapting the curriculum for the digital age has become essential in secondary education to develop students' critical thinking and digital literacy skills. This paper explores effective curriculum adaptation strategies aimed at enhancing these skills by integrating technology-based pedagogy and active learning approaches. The research utilizes both quantitative and qualitative methods, including student surveys and teacher interviews, to evaluate the effectiveness of digital-based modules specifically designed for secondary education. Findings reveal that incorporating technology into the curriculum through interactive activities, such as online discussions, digital content analysis, and collaborative projects, significantly improves students' analytical skills and their ability to discern credible information from misinformation. Additionally, formative assessments supported by educational software enable teachers to monitor students' individual progress in critical thinking. In conclusion, adapting the curriculum to address digital literacy needs not only enriches the teaching and learning process but also prepares students for the increasingly technology-driven workplace. This study recommends that educational institutions and policymakers consider implementing digital curriculum models that prioritize critical thinking and digital literacy skill development within secondary education frameworks.