Examining the impact of a digital authentic learning environment on learning in social studies education

The aim of this study is to determine the effects of digital authentic learning environment on students' academic achievement, entrepreneurship, and innovative thinking in the 5th-grade social studies class and to reveal the perspectives of both students in the experimental group and their social studies teacher regarding the implementation. The research employs an "explanatory sequential design" which is a type of mixed-methods. The Academic Achievement Tests, an Entrepreneurship Scale for Middle School Students, and an Innovative Thinking Tendency Scale for Middle School Students were applied to both groups as pre-tests and post-tests. Semi-Structured Student and Semi-Structured Teacher Interview Forms were only applied to the experimental group. Additionally, the researcher notes regarding the application in the experimental group have been recorded. Quantitative data were analyzed using MANCOVA and subsequent ANCOVA techniques in the SPSS 27 statistical software. On the other hand, qualitative data were analyzed using content analysis. As a result of the study, the use of a digital authentic learning environment had a significant impact on students' academic achievement, entrepreneurship, and innovative thinking levels in the 5th-grade social studies course. Positive results have been achieved in that, the digital authentic learning environment is appreciated, enhances success, is enjoyable, practical, and instructive, and develops various skills, such as entrepreneurship, innovative thinking, and collaboration.