A Literature Review on the Roles of Digital Literacy, Self-Regulated Learning, and Peer Support in Enhancing Students’ Academic Achievement in the Era of Hybrid Learning
DOI:
https://doi.org/10.38035/dijemss.v7i6.6592Keywords:
Academic Performance, Digital Literacy, Higher Education, Peer Support, Self-Regulated LearningAbstract
Hybrid learning research emphasizes technology, cognition, and social support, yet an integrated framework explaining their combined effect on academic performance is limited. This study examines how digital literacy (DL), self-regulated learning (SRL), and peer support (PS) interact to shape student achievement in hybrid environments. Guided by the research question on the relationships among DL, SRL, PS, and academic outcomes, a narrative literature review analyzed studies from 2017–2025 in Scopus, Google Scholar, and Sinta journals, focusing on higher education and covering technological, cognitive, and social dimensions. Findings show that DL provides a cognitive foundation for accessing, filtering, and integrating information, enhancing SRL processes such as planning, monitoring, and self-evaluation. Peer support strengthens motivation, collaboration, and resilience, and when combined with DL, further amplifies SRL, which mediates their impact on academic performance. The study contributes a novel framework conceptualizing these interdependent mechanisms as a mutually reinforcing hybrid learning ecosystem. Practically, institutions can foster academic success by promoting reflective digital literacy, embedding SRL-supportive practices, and structuring peer support for cognitive and emotional scaffolding.
References
Abbas, Q., Hussain, S., & Rasool, S. (2019). Digital literacy effect on the academic performance of students at higher education level in Pakistan. Global Social Sciences Review, 4(1), 108-116. https://doi.org/10.31703/gssr.2019(IV-I).14
Abbasi, M., Shahkarami, M., & Aalipour, K. (2019). An investigation of the relationship between Teacher and Peer Support with Academic Engagement with regard to the mediating role of Academic Competence. Teaching and Learning Research, 16(1), 27-35. https://doi.org/10.22070/tlr.2019.3002
Ahmed, S. T., & Roche, T. (2021). Making the connection: Examining the relationship between undergraduate students’ digital literacy and academic success in an English medium instruction (EMI) university. Education and Information Technologies, 26(4), 4601-4620. https://doi.org/10.1007/s10639-021-10443-0
Akhyar, Y., Fitri, A., Zalisman, Z., Syarif, M. I., Niswah, N., Simbolon, P., ... & Abidin, Z. (2021). Contribution of digital literacy to students' science learning outcomes in online learning. International Journal of Elementary Education, 5(2), 284-290. https://ejournal.undiksha.ac.id/index.php/IJEE
Al Hosani, N. (2025). The Effect of Hybrid Learning on Student Academic Success and Achievements in the UAE. Journal of Excellence in Smart Learning, 1(1), 26-38. https://doi.org/10.18502/ijesl.v1i1.17956
Alotaibi, K., Tohmaz, R., & Jabak, O. (2017). The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1), 28-37. https://doi.org/10.11648/j.edu.20170601.14
Al-Qatawneh, S., and Eltahir, M. E., and Alsalhi, N. R. (2020). The effect of blended learning on the achievement of HDE students in the methods of teaching Arabic language course and their attitudes towards its use at Ajman University: A case study. Educ. Inf. Technol. 25, 2101–2127. doi: 10.1007/s10639-019-10046-w
Altermatt, E. R. (2019). Academic support from peers as a predictor of academic self-efficacy among college students. Journal of College Student Retention: Research, Theory & Practice, 21(1), 21-37. https://doi.org/10.1177/1521025116686588
Amiruddin, A., Baharuddin, F. R., Takbir, T., Setialaksana, W., & Hasim, M. (2023). Pedagogy-andragogy continuum with cybergogy to promote self-regulated learning: A structural equation model approach. European Journal of Educational Research, 12(2), 811–824. https://doi.org/10.12973/eu-jer.12.2.811
Anthonysamy, L., Ah Choo, K., & Soon Hin, H. (2021). Investigating self-regulated learning strategies for digital learning relevancy. Malaysian Journal of Learning and Instruction, 18(1), 29–64. https://doi.org/10.32890/mjli2021.18.1.2
Ardhiani, O., Hadjam, M. N. R., & Fitriani, D. R. (2023). DIGITAL LITERACY AND STUDENT ACADEMIC PERFORMANCE IN UNIVERSITIES: A META-ANALYSIS. Journal of Psychology and Instruction, 7(3). Retrieved from https://ejournal.undiksha.ac.id/ index.php/JoPaI/article/view/68191
Ardhiani, O., Hadjam, M. N. R., & Fitriani, D. R. (2023). DIGITAL LITERACY AND STUDENT ACADEMIC
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., ... & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 1525-1541. https://doi.org/10.2147/PRBM.S331741
Bailey, L. M. (2020). Comparing students’ learning outcomes and satisfaction in online, hybrid and face-to-face education courses. Temple University.
Ballouk, R., Mansour, V., Dalziel, B., McDonald, J., & Hegazi, I. (2022). Medical students’ self-regulation of learning in a blended learning environment: A systematic scoping review. Medical Education Online, 27(1), Article 2029336. https://doi.org/10.1080/10872981.2022.2029336
Bonk, C. J., and Graham, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. London: John Wiley and Sons.
Caixia, L., Bakar, Z. A., & Qianqian, X. (2025). Self-regulated learning and academic achievement in higher education: A decade systematic review. International Journal of Research and Innovation in Social Science, 9(3), 4488-4504. https://dx.doi.org/10.47772/IJRISS.2025.90300358
Cao, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries. Frontiers in psychology, 14, 1212056. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023. 1212056/full
Chen F. (2025). The relationship between digital literacy and college students' academic achievement: the chain mediating role of learning adaptation and online self-regulated learning. Frontiers in psychology, 16, 1590649. https://doi.org/10.3389/fpsyg.2025. 1590649
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32(2), 481-509. https://doi.org/10.1007/s10648-019-09510-3
Elesio, J. M. (2023). The influence of self-regulated learning strategies towards academic performance of college students. East Asian Journal of Multidisciplinary Research, 2(2), 823-838. https://doi.org/10.55927/eajmr.v2i2.3029
Faza, A., & Lestari, I. A. (2025). Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges. The International Review of Research in Open and Distributed Learning, 26(2), 23–58. https://doi.org/10.19173/irrodl.v26i2.8119
Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(1), 3. https://doi.org/10.1186/s41239-023-00437-y
Gudoniene, D., Staneviciene, E., Huet, I., Dickel, J., Dieng, D., Degroote, J., ... & Casanova, D. (2025). Hybrid teaching and learning in higher education: A systematic literature review. Sustainability, 17(2), 756. https://doi.org/10.3390/su17020756
Gunawan, E., & Huwae, A. (2022). Peer social support and academic resilience for students from 3T regions at SWCU. Eduvest-Journal of Universal Studies, 2(12), 2701-2716. https://doi.org/10.59188/eduvest.v2i12.694
Hadi, N. F., & Afandi, N. K. (2021). Literature review is a part of research. Sulawesi Tenggara Educational Journal, 1(3), 64-71. https://doi.org/10.54297/seduj.v1i3.203
Haliza, N., Aminuyati, A., Karolina, V., Achmadi, A., & Rahmatika, I. (2024). correlation The Relationship Between Digital Literacy And The Academic Achievement Of Social Studies Students At Tanjungpura University, Pontianak. Jurnal Ilmiah Wahana Pendidikan, 10(16), 662-671. https://doi.org/10.5281/zenodo.13765003
Hendrowati, T. Y., Badrun, M., & Istiani, A. (2025). The Impact of Hybrid Learning on Student Engagement and Academic Performance in Post-Pandemic Science Education. Jurnal Penelitian Pendidikan IPA, 11(4), 154-165. https://doi.org/10.29303/jppipa.v11i4.10701
Holm, P. (2024). Impact of digital literacy on academic achievement: Evidence from an online anatomy and physiology course. E-Learning and Digital Media, 22(2), 139-155. https://doi.org/10.1177/20427530241232489
Järvelä, S. (2024). Triggers for self-regulated learning: A conceptual (theory-driven) framework to advance multimodal SRL research. (2024). https://doi.org/10.1016/j.lindif.2024.102526
Jaya, F., & Sucipto, S. (2023). Digital literacy, academic self-efficacy, and student engagement: Its impact on student academic performance in hybrid learning. Journal of Innovation in Educational and Cultural Research, 4(3), 458-470. https://doi.org/10.46843/jiecr.v4i3.719
Kazu, I. Y., & Yalçin, C. K. (2022). Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study. International Journal of Progressive Education, 18(1), 249-265. https://doi.org/10.29329/ijpe.2022.426.14
Latip, A., Sutantri, N., & Hardinata, A. (2022). The effect of digital literacy on student learning outcomes in chemistry learning. Jurnal Inovasi Pendidikan IPA, 8(2), 112-120. https://doi.org/10.21831/jipi.v8i2.40567
Luo, R. Z., & Zhou, Y. L. (2024). The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40(6), 3005-3029. https://doi.org/10.1111/jcal.13052
Maccabe, R., & Fonseca, T. D. (2021). ‘Lightbulb’moments in higher education: peer-to-peer support in engineering education. Mentoring & Tutoring: Partnership in Learning, 29(4), 453-470. https://doi.org/10.1080/13611267.2021.1952393
Marley, S. C., & Wilcox, M. J. (2022). Do family and peer academic social supports predict academic motivations and achievement of first-year college students?. Journal of Applied Research in Higher Education, 14(3), 958-973. https://doi.org/10.1108/JARHE-06-2020-0158
Martin, H., Craigwell, R., & Ramjarrie, K. (2022). Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students. European Journal of Engineering Education, 47(4), 535-557. https://doi.org/10.1080/03043797.2021.2021861
Martínez-López, Z., Nouws, S., Villar, E., Mayo, M. E., & Tinajero, C. (2023). Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open, 5, 100291. https://doi.org/10.1016/j.ijedro.2023.100291
Matos, J. F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching and learning research methodologies in education: A systematic literature review. Education Sciences, 13(2), 173. https://doi.org/10.3390/educsci13020173
Mead, S., & MacNeil, C. (2006). Peer support: What makes it unique. International Journal of Psychosocial Rehabilitation, 10(2), 29-37. https://www.menandtrauma.nz/uploads/ 1/3/6/7/136708878/what_makes_peer_support_unique.pdf
Mirmoadi , B. S., & Satwika, Y. W. (2022). Hubungan Antara Literasi Digital Dengan Self Regulated Learning Pada Mahasiswa. JDMP (Jurnal Dinamika Manajemen Pendidikan), 7(1), 8–23. https://doi.org/10.26740/jdmp.v7n1.p8-23
Mokhtari, F. (2023). Fostering Digital Literacy in Higher Education: Benefits, Challenges and Implications. International Journal of Linguistics, Literature & Translation, 6(10). https://doi.org/10.32996/ijllt.2023.6.10.19
Mulenga, R., & Shilongo, H. (2025). Hybrid and blended learning models: Innovations, challenges, and future directions in education. Acta Pedagogia Asiana, 4(1), 1-13. https://doi.org/10.53623/apga.v4i1.495
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational research review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Naz, F. L., Raheem, A., Khan, F. U., & Muhammad, W. (2022). An effect of digital literacy on the academic performance of university-level students. Journal of Positive School Psychology, 6(8), 10720-10732. https://journalppw.com/index.php/jpsp/article/view/15014/9714
Pala, Ş. M., & Başıbüyük, A. (2023). The predictive effect of digital literacy, self-control and motivation on the academic achievement in the science, technology and society learning area. Technology, Knowledge and Learning, 28(1), 369-385.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. https://www.frontiersin.org/journals/ psychology/articles/10.3389/fpsyg.2017.00422/full
Pangrazio, L., Godhe, A. L., & Ledesma, A. G. L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-learning and Digital Media, 17(6), 442-459. https://doi.org/10.1177/2042753020946291
Park, E., Martin, F., & Lambert, R. (2019). Examining predictive factors for student success in a hybrid learning course. Quarterly Review of Distance Education, 20(2), 11-27.
Parmar, J. S., Mistry, S. K., Micheal, S., Dune, T., Lim, D., Alford, S., & Arora, A. (2025). Peer Support for Improving Student Engagement and Learning Outcomes in Postgraduate Public Health and Health Sciences: A Qualitative Study. Education Sciences, 15(5), 602. https://doi.org/10.3390/educsci15050602
Peng, D., & Yu, Z. (2022). A literature review of digital literacy over two decades. Education Research International, 2022(1), 2533413. https://doi.org/10.1155/2022/2533413
PERFORMANCE IN UNIVERSITIES: A META-ANALYSIS. Journal of Psychology and Instruction, 7(3). Retrieved from https://ejournal.undiksha.ac.id/index.php/ JoPaI/article/view/68191
Prasaja, D. A. P. D. A., & Octoria, D. (2025). SELF REGULATED LEARNING DAN LITERASI DIGITAL TERHADAP PRESTASI BELAJAR MAHASISWA PENDIDIKAN EKONOMI UNIVERSITAS SEBELAS MARET SURAKARTA APAKAH BERPENGARUH?. OIKOS: Jurnal Kajian Pendidikan Ekonomi dan Ilmu Ekonomi, 9(2), 564-571. https://journal.unpas.ac.id/index.php/oikos/article/download/12180/14855
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning environments research, 23(3), 269-290. https://doi.org/10.1007/s10984-019-09303-z
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Ririen, D., & Daryanes, F. (2022). Analisis literasi digital mahasiswa. Research and Development Journal of Education, 8(1), 210-219. http://dx.doi.org/10.30998/rdje.v8i1.11738
Russell, P., Ryder, G., Burton, M., Daly, S., & Quinn, P. (2017). Embedding peer support as a core learning skill in higher education. https://doi.org/10.11645/11.1.2207
Salimi, G., Roodsaz, A., Mohammadi, M., Keshavarzi, F., Mousavi, A., & Zainuddin, Z. (2025). How students’ digital literacy promotes knowledge sharing and academic performance in online learning environments. The International Journal of Information and Learning Technology, 42(2), 165-184. https://doi.org/10.1108/IJILT-05-2024-0095
Sari, D. M. M. (2022). DIGITAL LITERACY AND ACADEMIC PERFORMANCE OF STUDENTS’SELF-DIRECTED LEARNING READINESS. ELite Journal: International Journal of Education, Language, and Literature, 2(3), 127-136. https://doi.org/10.26740/elitejournal.v2n3.p127-136
Silviani, S., & Kimia, C. (2021). Pentingnya peran literasi digital bagi mahasiswa di era revolusi industri 4.0 untuk kemajuan Indonesia. https://jurnalilmiah.org/journal/ index.php/jet/article/view/61
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Spires, H. A., Paul, C. M., & Kerkhoff, S. N. (2018). Digital literacy for the 21st century. In Encyclopedia of Information Science and Technology, Fourth Edition (pp. 2235-2242). IGI Global Scientific Publishing.
Suherdi, D. (2021). Peran literasi digital di masa pandemik. Cattleya Darmaya Fortuna.
Syabaruddin, A., & Imamudin, I. (2022). Implementasi Literasi Digital Di Kalangan Mahasiswa. Jurnal Eduscience, 9(3), 942-950. https://doi.org/10.36987/jes.v9i3.3447
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://www.uni-trier.de/fileadmin/fb1/prof/PSY/SUK/ Theobald_2021-1.pdf. https://doi.org/10.1016/ j.cedpsych.2021.101976
Udeogalanya, V. (2022). Aligning digital literacy and student academic success: Lessons learned from COVID-19 pandemic. International Journal of Higher Education Management, 8(2). https://doi.org/10.24052/IJHEM/V08N02/ART-4
Worley, J. T., Meter, D. J., Ramirez Hall, A., Nishina, A., & Medina, M. A. (2023). Prospective associations between peer support, academic competence, and anxiety in college students. Social Psychology of Education, 26(4), 1017-1035. https://doi.org/10.1007/s11218-023-09781-3
Xiao, S., Yao, K., & Wang, T. (2019). The relationships of self-regulated learning and academic achievement in university students. In SHS web of conferences (Vol. 60, p. 01003). EDP Sciences. https://doi.org/10.1051/shsconf/20196001003
Yang, H., & Xiang, J. (2025). Peer support and academic engagement: The moderated mediation model for college students. Psychology in the Schools, 62(1), 281-295. https://doi.org/10.1002/pits.23324
Yuliawati¹, Y., Winarni¹, W., Lyesmaya¹, D., & Hapipah¹, H. (2025, July). Peer Social Support and Academic Achievement: A Systematic Literature Review. In Proceedings of the 5th International Conference on Education, Humanities, and Social Science (ICEHoS 2025)–Japan Series (Vol. 940, p. 357). Springer Nature.
Zhu, Y., Lu, H., Wang, X., Ma, W., & Xu, M. (2025). The relationship between perceived peer support and academic adjustment among higher vocational college students: the chain mediating effects of academic hope and professional identity. Frontiers in Psychology, 16, 1534883. https://www.frontiersin.org/journals/psychology/articles/10.3389/ fpsyg.2025.1534883/full
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. https://doi.org/10.1207/ s15326985ep2501_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Imas Masriah, Ruknan Ruknan, Nuryati Djihadah, Yulita Pujilestari, Sora Baltasar, Arief Yunan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish their manuscripts in this journal agree to the following conditions:
- The copyright on each article belongs to the author(s).
- The author acknowledges that the Dinasti International Journal of Education Management and Social Science (DIJEMSS) has the right to be the first to publish with a Creative Commons Attribution 4.0 International license (Attribution 4.0 International (CC BY 4.0).
- Authors can submit articles separately, arrange for the non-exclusive distribution of manuscripts that have been published in this journal into other versions (e.g., sent to the author's institutional repository, publication into books, etc.), by acknowledging that the manuscript has been published for the first time in the Dinasti International Journal of Education Management and Social Science (DIJEMSS).
