Digital transformation in secondary schools has reshaped learning patterns, interaction, and the internalization of student values. However, character education within digital learning ecosystems is often misunderstood as merely the use of media or platforms, rather than as a quality system that integrates governance, pedagogy, culture, and evaluation. Research conducted by Sri Puji Utami and Nurtanio Agus Purwanto from Universitas Negeri Yogyakarta in May 2026 emphasizes that character education must be viewed as a quality-driven system that integrates governance, pedagogy, culture, and evaluation.
Challenges of Character Education in the Digital Era
In the era of digital transformation, schools face significant challenges in ensuring that character values remain deeply embedded as learning shifts to virtual spaces. Often, schools focus solely on the technical aspects of software usage, while substantial aspects—such as behavior formation, ethics, and character development through school culture—are neglected. Without a comprehensive framework, character education in secondary schools risks becoming superficial and losing its essence in shaping well-rounded student personalities.
Empirical Synthesis Methodology
The researchers employed a Systematic Literature Review (SLR) approach, searching the Scopus database to map how character education is implemented within digital learning ecosystems. Using criteria for publications from 2021-2026, the researchers gathered empirical evidence on best practices that integrate local wisdom into digital learning. The study's primary focus was to formulate an empirical synthesis that serves as a foundation for developing a high-quality framework for digital character education.
Key Findings: Character Education as an Ecosystem
The research identifies that the effectiveness of character education in secondary schools heavily depends on several key aspects:
- Integration of Governance and Pedagogy: Character education must be integrated into the curriculum and supported by strong school policies, rather than being treated as a secondary addition.
- Value-Based Digital Culture: Schools must foster a digital culture that allows students to interact ethically and responsibly in virtual spaces.
- Continuous Evaluation: It is essential to have an evaluation system that measures not only academic achievements but also the character development of students within the digital learning ecosystem.
- Balance with Local Wisdom: Technology must be utilized as a means to strengthen local cultural values rather than replacing them.
Implications for Secondary Education
These findings serve as a vital reference for schools in designing relevant character education for the present day. Sri Puji Utami and Nurtanio Agus Purwanto emphasize that to create impactful character education, schools must build comprehensive "digital learning ecosystems." Technology is not merely an assistive tool; it is a space where character values must be lived, practiced, and consistently evaluated. For educational managers, these findings provide strategic guidance to strengthen the quality of character education so that it remains adaptable to technological advancements without losing cultural identity.
Author Profile:
- Sri Puji Utami – Researcher, Universitas Negeri Yogyakarta; Expertise: Character Education and Digital Learning Ecosystems.
- Nurtanio Agus Purwanto – Researcher, Universitas Negeri Yogyakarta; Expertise: Educational Management and Curriculum Development.
Research Source: Utami, S. P., & Purwanto, N. A. (2026). "Implementation Quality of Character Education Based on A Digital Learning Ecosystem in Senior High Schools". International Journal of Education and Life Sciences (IJELS), 4(5), 639-648. DOI: https://doi.org/10.59890/ijels.v4i5.4
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