DEEP LEARNING AMONG ACCOUNTING EDUCATION STUDENTS: THE ROLE OF MEANINGFUL, MINDFUL, JOYFUL LEARNING AND DIGITAL PEDAGOGICAL SELF-EFFICACY

Abstract

Despite growing interest in Meaningful Learning, Mindful Learning, and Joyful Learning, previous studies have generally examined these approaches separately and paid limited attention to the role of Digital Pedagogical SelfEfficacy (DPSE) in strengthening Deep Learning. This study investigates the effects of Meaningful Learning, Mindful Learning, and Joyful Learning on Deep Learning and examines the moderating role of DPSE among 137 Accounting Education students at the Faculty of Teacher Training and Education. A quantitative survey approach was employed, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that Meaningful Learning (β = 0.280, p = 0.007), Mindful Learning (β = 0.231, p = 0.001), and Joyful Learning (β = 0.245, p = 0.001) positively and significantly influence Deep Learning. Furthermore, DPSE significantly strengthens the relationships between Meaningful Learning, Mindful Learning, and Joyful Learning and Deep Learning. The results suggest that students with higher levels of digital pedagogical confidence are better able to transform meaningful, reflective, and enjoyable learning experiences into deeper conceptual understanding. This study contributes to the Deep Learning literature by integrating cognitive, reflective, and emotional learning dimensions within a single framework and by demonstrating the moderating role of DPSE through the lens of Social Cognitive Theory. Practically, the findings provide implications for teacher education institutions in designing learning environments that simultaneously promote humanistic learning experiences and digital pedagogical competence.