The impact of context-based learning approach supported by innovative technologies on students' academic achievement, critical thinking and digital literacy skills

In the 21st century, there have been and continue to be significant changes in the skills expected from individuals. In particular, critical thinking and digital literacy have become two essential competencies in today's world. Additionally, presenting learned knowledge by relating it to real-life events is crucial for permanent learning, a point comprehensively emphasized in the "Türkiye Century Education Model", published in 2024. The aim of this research is to examine the effects of activities designed based on the Context-Based Learning (CBL) approach supported by innovative technologies on students' academic achievement, critical thinking and digital literacy skills. The study employed activities designed for the 5th-grade unit "Human and Environment". A mixed-methods approach was used, with a quasi-experimental design in the quantitative part and a phenomenological design in the qualitative part. Conducted during the 2022-2023 academic year, the study involved 50 fifth-grade middle school students in the central district of Kastamonu. Data collection instruments included the "Academic Achievement Test", "Critical Thinking Skills Test", "Digital Literacy Scale", and "A Semi-Structured Interview Form". The findings indicate that activities implemented in the experimental group, based on the CBL approach supported by innovative educational technologies, significantly improved students' academic achievement, critical thinking, and digital literacy compared to those in the control group, who followed the existing curriculum. Furthermore, interviews with students in the experimental group revealed that they found the activities highly engaging, expressed a desire to use innovative technologies in all subjects, and reported an increased interest in the lessons. Additionally, students stated that they had the opportunity to express themselves in discussion environments, enabling them to learn real discussion processes. Based on these findings, it is recommended that CBL-based activities be widely and effectively integrated into science education with the support of innovative technologies.