Reimagining 21st-Century Higher Education: A Literature-Based Exploration of Deep Learning for Cognitive, Social, and Emotional Skill Development

Muhammad Affan Baihaqi; Harun Joko Prayitno; Naufal Ishartono; Sri Sat Titi Hamranani; Candra Anugrah Putra; Muhammad Nizaar

Authors

Muhammad Affan Baihaqi Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Harun Joko Prayitno Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Naufal Ishartono Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Sri Sat Titi Hamranani Faculty of Health and Technology, Universitas Muhammadiyah Klaten
Indonesia
Candra Anugrah Putra Faculty of Teacher Training and Education, Universitas Muhammadiyah Palangka Raya
Indonesia
Muhammad Nizaar Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram
Indonesia

Keywords:

21st-century skills, cognitive engagement, deep learning strategies, emotional skill development, learning adaptation, learning transformation, project-based learning

Abstract

The transformation of higher education in the era of global communication demands a paradigm shift in learning that not only focuses on content mastery but also emphasizes the development of higher-order thinking skills and readiness to face 21st-century challenges. This article aims to comprehensively examine the concept, urgency, and implementation strategies of deep learning in higher education. This study employs a qualitative approach through literature review by analyzing various relevant national scientific sources. The findings indicate that deep learning enhances students’ conceptual understanding, cognitive engagement, and the development of social and emotional dimensions in learning. Its implementation strategies include formulating learning objectives based on constructive alignment, utilizing digital technology, applying active learning methods such as Project-Based Learning and flipped classrooms, as well as incorporating authentic assessments. This article recommends the integration of deep learning as a holistic, adaptive, and contextual learning approach to improve the quality of higher education amid global complexities and technological advancements.

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