Implementation Quality of Character Education Based on a Digital Learning Ecosystem in Senior High Schools

Abstract

Digital transformation in secondary schools has reshaped learning patterns, interaction, and the internalization of student values. However, the implementation of character education in digital learning ecosystems is still often understood as the use of media or platforms, rather than as a quality system that integrates governance, pedagogy, culture, and evaluation. This study aims to analyze the implementation quality of character education based on a digital learning ecosystem in senior high schools and to formulate an empirical synthesis as a basis for developing a quality framework for digital character education. The search was conducted in the Scopus database using the criteria of publication year 2021–2026, journal article, English language, open access, valid DOI, and primary data. From 166 initial documents, 104 articles were obtained after bibliographic filtering, and a rigorous selection process resulted in 10 highly relevant articles. The findings indicate that implementation quality is determined not only by the presence of LMS, digital media, or technology-based curricula, but also by value management, content validity, teacher readiness, student acceptance, local culture, and continuous evaluation. Digital character education is considered more effective when religious values, Pancasila, gotong royong, cultural identity, and digital ethics are integrated into contextual learning designs. This review concludes that the digital learning ecosystem should be managed as a planned, measurable, and sustainable space for value internalization to strengthen the quality of character education in secondary schools.