Digital Learning Preferences in Pancasila Education: A Preliminary Institutional Needs Assessment and Design Priorities for Future Civic E-Module Development

Abstract

Background Pancasila Education requires learning arrangements that preserve conceptual rigor while enabling students to engage actively with civic content. The present study addresses a bounded institutional question: how students and lecturers at one Indonesian public university describe current digital learning practices and what those descriptions may imply for future e-module development. The study does not treat generational membership or media preference as an explanation of civic disposition. Methods A sequential explanatory mixed-methods structure was used for a preliminary institutional needs assessment. The quantitative phase involved 997 undergraduate students; 48 lecturer questionnaires provided contextual input, followed by semi-structured interviews with 20 students and 5 lecturers. Only aggregate descriptive indicators retained in the study records are reported. Because complete item-development, scoring, reliability, and construct-validation documentation were unavailable, the questionnaire is not presented as a validated psychometric scale. Qualitative findings are reported as thematic summaries, and integration is conducted at the pattern level rather than through case-level linkage. Results Among students, 92.5% preferred multimodal or interactive learning formats and 7.6% preferred static text-heavy resources. Frequent engagement with existing digital resources was reported by 53.6%, while 46.4% was associated with a passive-learning indicator and 12.9% explicitly judged current methods ineffective. These indicators are not assumed to be mutually exclusive or causally related. Interview summaries emphasized clearer multimodal explanation, participation, feedback, collaboration, and lecturers’ concern that interactivity should not dilute conceptual depth. Conclusions The evidence supports preliminary design priorities rather than claims of effectiveness or civic-value internalization. Future e-module development may prioritize multimodal clarity, structured participation, formative feedback, and civic authenticity, but these priorities require instrument validation, transparent sampling, prototype testing, and outcome evaluation before stronger claims can be made.