TRANSFORMING LEARNING CULTURE FOR SUSTAINABLE DEVELOPMENT: EVIDENCE FROM UNIVERSITY STUDENTS AT INDONESIA

Abstract

Phenomenon/Issue: Digital technology development has transformed learning methods and interaction patterns of students. This drives learning culture transformation in higher education not only by technological adoption, but also by students’ internal readiness to manage their own learning processes.

Purpose: This study examines the factors influencing the transformation of learning culture among students in the Office Administration Education Study Program at Universitas Negeri Surabaya to identify the most significant factors driving this transformation in order to support the achievement of Sustainable Development Goal 4 (SDG 4).

Novelty: This study contributes a novel perspective by examining multiple causal factors driving the transformation of student learning culture, rather than focusing solely on technology.

Research Methods: This study used quantitative methodology with Principal Component Analysis (PCA) for five variables: digital literacy, self-efficacy, self-regulated learning, perceived ease of use, and personal motivation.

Results: The results show that the five variables form one main component, with self-regulated learning as the most dominant factor, while personal motivation, particularly the relatedness indicator, had the lowest contribution.

Research Contributions: These findings underscore the necessity of balancing self-regulation, the utilization of digital technology, and the enhancement of social ties in improving students' learning culture.