The Utilization of Digital Technology to Support Self-Directed Learning Among Vocational High School Students: A Systematic Literature Review

Abstract

Advancements in digital technology offer Vocational High School (SMK) students opportunities to access learning resources flexibly and cultivate learning autonomy. However, the use of digital technology does not automatically guarantee the development of learning autonomy, as it is influenced by various factors such as digital literacy, learning motivation, instructional design, and teacher support. This study aims to analyze the use of digital technology in supporting learning autonomy among SMK students, specifically examining the types of technology employed, the dimensions of learning autonomy fostered, and the factors that facilitate or hinder its implementation. The study employs a Systematic Literature Review (SLR) methodology, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data were sourced from relevant scholarly articles published between 2021 and 2026 and subsequently analyzed using descriptive analysis and thematic synthesis. The findings indicate that digital technologies such as Learning Management Systems (LMS), digital learning media, web-based learning, instructional videos, and artificial intelligence have the potential to support student initiatives in learning, time management, progress monitoring, and self-evaluation. Therefore, the integration of digital technology must be accompanied by instructional strategies that encourage student responsibility and self-regulation to ensure the optimal development of learning autonomy.