Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher Education: A Mixed-Methods Quasi Experimental Study on 21st-Century Skills and Digital Literacy

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Nur Mustafa" }, { "@type": "Person", "name": "Hermandra ." }, { "@type": "Person", "name": "Elmustian ." } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": " Background Traditional poetry pedagogy in higher education often prioritizes individual expression and print-based practice, leaving gaps in students’ digital literacy and 21st-century competencies (4C: critical thinking, creativity, collaboration, and communication). Methods We developed a Networked-Based Inquiry (NBI) model and evaluated it using a mixed-methods research and development design with a quasi-experimental pretest–posttest control group. Participants were 120 undergraduate Indonesian Language and Literature Education students (n = 60 experimental; n = 60 control) who completed eight instructional sessions. Poetry quality was scored with an analytic rubric by two independent raters (inter-rater reliability assessed with ICC), and 4C skills were measured with a Rasch-validated questionnaire. MANOVA tested group differences, and interviews/field notes were analyzed thematically. Results The NBI group showed larger gains than the control group in poetry writing quality and overall 4C skills. MANOVA indicated a statistically significant multivariate effect of the intervention (p < 0.05), with the largest effects observed for critical thinking and collaboration. Qualitative findings suggested that networked exploration supported credible source curation, peer negotiation of meaning, and iterative draft refinement, strengthening students’ “ecological agency”. Conclusions Embedding networked inquiry within poetry writing can improve aesthetic outcomes while simultaneously cultivating digital literacy and integrated 4C competencies. The NBI model offers an adaptable framework for humanities courses seeking to align creative practice with contemporary networked learning demands. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/15-485", "name": "Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher..." } } ] } Home Browse Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Kurniawan P, Mustafa MN, . H and . E. Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher Education: A Mixed-Methods Quasi Experimental Study on 21st-Century Skills and Digital Literacy [version 1; peer review: awaiting peer review] . F1000Research 2026, 15 :485 ( https://doi.org/10.12688/f1000research.178268.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher Education: A Mixed-Methods Quasi Experimental Study on 21st-Century Skills and Digital Literacy [version 1; peer review: awaiting peer review] Popi Kurniawan https://orcid.org/0009-0008-7286-9094 1 , M. Nur Mustafa 1 , Hermandra . 1 , Elmustian . 1 Popi Kurniawan https://orcid.org/0009-0008-7286-9094 1 , M. Nur Mustafa 1 , Hermandra . 1 , Elmustian . 1 PUBLISHED 07 Apr 2026 Author details Author details 1 Faculty of Teacher Training and Education, University of Riau, Pekanbaru, Indonesia, 28293, Indonesia Popi Kurniawan Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing M. Nur Mustafa Roles: Data Curation, Formal Analysis, Writing – Original Draft Preparation Hermandra . Roles: Data Curation, Formal Analysis, Writing – Review & Editing Elmustian . Roles: Data Curation, Validation, Writing – Review & Editing OPEN PEER REVIEW REVIEWER STATUS AWAITING PEER REVIEW Abstract Background Traditional poetry pedagogy in higher education often prioritizes individual expression and print-based practice, leaving gaps in students’ digital literacy and 21st-century competencies (4C: critical thinking, creativity, collaboration, and communication). Methods We developed a Networked-Based Inquiry (NBI) model and evaluated it using a mixed-methods research and development design with a quasi-experimental pretest–posttest control group. Participants were 120 undergraduate Indonesian Language and Literature Education students (n = 60 experimental; n = 60 control) who completed eight instructional sessions. Poetry quality was scored with an analytic rubric by two independent raters (inter-rater reliability assessed with ICC), and 4C skills were measured with a Rasch-validated questionnaire. MANOVA tested group differences, and interviews/field notes were analyzed thematically. Results The NBI group showed larger gains than the control group in poetry writing quality and overall 4C skills. MANOVA indicated a statistically significant multivariate effect of the intervention (p < 0.05), with the largest effects observed for critical thinking and collaboration. Qualitative findings suggested that networked exploration supported credible source curation, peer negotiation of meaning, and iterative draft refinement, strengthening students’ “ecological agency”. Conclusions Embedding networked inquiry within poetry writing can improve aesthetic outcomes while simultaneously cultivating digital literacy and integrated 4C competencies. The NBI model offers an adaptable framework for humanities courses seeking to align creative practice with contemporary networked learning demands. READ ALL READ LESS Keywords Networked-Based Inquiry (NBI), Poetry Pedagogy, 21st Century Skills, Digital Literacy, Higher Education. Corresponding Author(s) Popi Kurniawan ( [email protected] ) Close Corresponding author: Popi Kurniawan Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2026 Kurniawan P et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Kurniawan P, Mustafa MN, . H and . E. Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher Education: A Mixed-Methods Quasi Experimental Study on 21st-Century Skills and Digital Literacy [version 1; peer review: awaiting peer review] . F1000Research 2026, 15 :485 ( https://doi.org/10.12688/f1000research.178268.1 ) First published: 07 Apr 2026, 15 :485 ( https://doi.org/10.12688/f1000research.178268.1 ) Latest published: 07 Apr 2026, 15 :485 ( https://doi.org/10.12688/f1000research.178268.1 ) Introduction Higher education in the twenty-first century faces significant challenges in preparing graduates who are not only academically competent but also equipped with complex interpersonal and cognitive competencies, commonly framed as the 4C skills: critical thinking, communication, collaboration, and creativity. 1 , 2 Within language and literature education, poetry writing has traditionally been viewed as a powerful pedagogical medium for cultivating creativity and expressive literacy. 3 However, empirical evidence suggests that poetry pedagogy in higher education often remains confined to individualistic and conventional practices, in which students rely heavily on emotional intuition rather than systematic inquiry or socially grounded research. 4 , 5 This condition reveals a fundamental pedagogical tension between creative literary expression and the demands of digitally mediated knowledge construction. The rapid development of information technology has reshaped the global literacy landscape, expanding literacy beyond traditional reading and writing toward multi-dimensional digital fluency. 6 , 7 Contemporary learners are expected to curate information critically, interpret narratives circulating within social media ecosystems, and participate ethically in global digital networks. 8 , 9 Despite these transformations, many literary learning environments still position poetry writing as an isolated activity detached from digital inquiry processes. 10 Such disconnection risks reducing the relevance of humanities education in an era characterized by algorithmic culture and networked communication. Reframing poetry writing as an act of critical digital literacy is, therefore, necessary to align literary pedagogy with contemporary educational demands. 11 Recent research on digital competence indicates that it is multi-dimensional and typically includes information processing, communication, collaboration, and content creation. Systematic reviews in education and higher education report variability in definitions and measurement but converge on the need for performance-based assessment and explicit curricular integration. 12 , 13 Performance-based assessments of ICT and digital competence across diverse contexts also reveal uneven skill distributions and highlight the importance of instructional opportunities. 14 , 15 , 16 Research on online collaborative learning and writing further shows that group awareness, regulation, and peer-editing support can improve engagement and writing outcomes in shared digital environments. 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 In language and writing education, research agendas and syntheses emphasize cloud-based collaborative writing, multimodality, and assessment as key directions. 33 , 34 , 35 , 36 , 37 Parallel work on educational digital storytelling and digital multimodal composing demonstrates benefits for learner engagement and multimodal meaning-making when learners are supported in designing, remixing, and publishing for authentic audiences. 38 , 39 , 40 Together, these strands provide a research-based rationale for integrating networked inquiry with collaborative digital composing in poetry pedagogy. Existing studies on poetry pedagogy predominantly emphasize aesthetic development and reflective writing, while research on digitally networked inquiry within literary learning remains limited. 4 , 10 Previous scholarship has explored connectivism in technology-enhanced education 41 , 42 and inquiry-based learning in humanities contexts 43 ; however, few studies integrate these frameworks into a coherent pedagogical model specifically designed to develop both poetic aesthetics and measurable 21st-century competencies. Moreover, empirical investigations employing mixed-methods quasi-experimental designs to evaluate digital inquiry models in poetry education remain scarce, particularly within Indonesian higher education settings. This gap highlights the need for a structured learning model that bridges literary creativity, collaborative digital environments, and cognitive skill development. The present study draws upon connectivism theory, which conceptualizes learning as a process of forming networks among distributed sources of knowledge, 41 , 42 and inquiry-based learning, which emphasizes investigation, critical questioning, and reflective problem-solving. 43 , 44 Connectivism positions digital networks as cognitive ecosystems where knowledge emerges through interaction with diverse information nodes, while inquiry-based learning provides a structured process for transforming information into meaningful understanding. This integration aligns with contemporary views of digital literacy that emphasize participatory culture, multimodal communication, and ethical engagement in online spaces. 7 , 8 The primary novelty of this research lies in the development of a Networked-Based Inquiry (NBI) model that operationalizes the integration of connectivism and inquiry-based learning within poetry pedagogy. Unlike conventional approaches that treat digital tools as supplementary media, the NBI framework conceptualizes digital networks as epistemic environments guiding students’ thematic exploration, collaborative drafting, and critical reflection. The model introduces the concept of “ecological agency,” whereby students actively interpret global digital data and transform it into poetic narratives, thereby linking literary aesthetics with digital literacy practices. 7 , 11 Methodologically, this study contributes by combining Rasch measurement analysis, MANOVA, and qualitative inquiry to evaluate both aesthetic outcomes and multi-dimensional 4C competencies. In response to these conceptual and empirical gaps, this study aims to examine the effectiveness of implementing the Networked-Based Inquiry (NBI) model in enhancing the quality of poetry writing and students’ future-oriented competencies. Specifically, the research addresses the following question: How effective is the Networked-Based Inquiry (NBI) model in improving university students’ poetry writing skills and their mastery of integrated twenty-first-century skills (4C) grounded in digital literacy, compared to conventional instructional models? Literature review Connectivism and networked learning in digital education The theoretical foundation of the Networked-Based Inquiry (NBI) model is grounded in connectivism, a learning theory that conceptualizes knowledge as distributed across digital networks rather than confined within individual cognition. 41 , 42 , 45 Within contemporary digital environments, learning is increasingly understood as the ability to establish, navigate, and sustain meaningful connections among diverse informational nodes. Connectivism emphasizes that knowing where to find knowledge and how to evaluate networked information is as significant as possessing knowledge itself. This perspective aligns with the transformation of higher education toward open, participatory, and technology-mediated learning ecosystems. 6 , 7 In the context of poetry writing, connectivist principles suggest that poetic inspiration and linguistic expression are shaped not only by internal reflection but also by interactions with global digital discourse. Students’ engagement with social media narratives, online archives, and multimedia content expands the epistemic sources that inform poetic composition. Such practices reposition poetry writing as a form of networked cognition, where creativity emerges from dialogic engagement with digital culture rather than isolated introspection. This perspective provides a theoretical justification for integrating digital networking as an essential dimension of literary pedagogy in the twenty-first century. The NBI model also integrates the principles of Inquiry-Based Learning (IBL), which emphasizes questioning, investigation, and reflective reasoning as central mechanisms of knowledge construction. 43 , 44 While IBL has been widely implemented in science education, recent scholarship suggests its growing relevance within humanities and language learning environments. 46 Digital inquiry extends beyond information retrieval, encompassing critical evaluation of data credibility, ethical interpretation, and synthesis of multiple perspectives within complex informational ecosystems. 47 In poetry pedagogy, inquiry-based processes encourage students to explore social, environmental, or cultural issues before composing poetic texts. This investigative approach fosters deeper conceptual engagement and enables learners to transform empirical observations into aesthetic expressions. Embedding inquiry into creative writing aligns with constructivist perspectives, which view learning as an active process of meaning-making through exploration and reflection. 48 Consequently, poetry writing evolves from purely emotive expression into a structured intellectual practice grounded in research and critical interpretation. Contemporary discussions of literary education increasingly emphasize integrating digital literacy into creative writing practices. 8 , 11 Digital literacy extends traditional notions of textual competence to include multimodal communication, algorithmic awareness, and ethical participation in online communities. 7 , 9 In higher education settings, poetry pedagogy has begun to intersect with digital platforms that enable collaborative drafting, multimedia experimentation, and public dissemination of literary works. Despite these developments, many poetry classrooms continue to prioritize individual authorship and print-based traditions, resulting in a gap between literary instruction and the realities of contemporary digital culture. 10 Research suggests that integrating digital tools into creative writing can enhance students’ engagement and expand their aesthetic repertoire, particularly through the use of online archives, visual media, and interactive platforms. 3 However, systematic pedagogical models that explicitly link digital literacy with inquiry-driven poetic composition remain limited. This gap underscores the need for frameworks that combine literary aesthetics with structured digital learning processes. Recent theoretical perspectives challenge the long-standing notion of creativity as an individualistic endeavor. Glăveanu 49 argues that creativity should be understood as a distributed and collaborative process shaped by social interaction and cultural context. In digital environments, creative production often occurs within networks where feedback, remixing, and co-authorship redefine traditional boundaries of artistic ownership. Such collaborative creativity aligns with educational frameworks that emphasize communication and teamwork as essential twenty-first-century competencies. 1 Within poetry writing, networked collaboration enables students to treat drafts as evolving artefacts enriched through peer dialogue and iterative revision. Digital platforms facilitate synchronous and asynchronous interaction, allowing learners to negotiate meaning collectively while maintaining individual creative voices. This process resonates with theories of participatory culture, which highlight the dialogic nature of content creation in networked environments. 7 By embedding collaborative practices into poetry pedagogy, educators can foster not only creativity but also communication and critical reflection. Although extensive research has examined connectivism, inquiry-based learning, and collaborative creativity independently, few studies have synthesized these perspectives into a unified pedagogical framework for poetry education. Existing literature often treats digital tools as supplementary media rather than as epistemic environments shaping cognitive processes. Furthermore, empirical investigations evaluating digital inquiry models through rigorous mixed-methods designs remain scarce within creative writing contexts, particularly in Indonesian higher education settings. The Networked-Based Inquiry (NBI) model addresses this gap by integrating connectivist learning networks, inquiry-driven investigation, and collaborative digital creativity into a structured instructional framework. By positioning poetry writing as both an aesthetic and digitally literate practice, the model seeks to bridge literary pedagogy with the competencies required for twenty-first-century learning. This literature review, therefore, establishes the theoretical and empirical foundation for examining how networked inquiry can enhance both poetic quality and integrated 4C skills. Methods This study employed a mixed-methods Research and Development (R&D) approach integrating instructional model development with empirical effectiveness testing. The developmental phase followed a simplified adaptation of the Borg and Gall framework, consisting of four sequential stages: needs analysis, design of the Networked-Based Inquiry (NBI) model, expert validation, and preliminary field trials. This approach enabled the systematic refinement of the instructional model prior to experimental implementation. The effectiveness phase utilized a quasi-experimental pretest–posttest control group design to compare the pedagogical impact of the NBI model with conventional inquiry-based instruction. In this design, both experimental and control groups completed pretest and posttest assessments, represented as O 1 X O 2 for the experimental group and O 1 − O 2 for the control group, where X denotes the NBI intervention. This structure allowed the study to evaluate learning gains while maintaining ecological validity within authentic classroom contexts. The participants consisted of 120 undergraduate students enrolled in Indonesian Language and Literature Education programs at two universities. Cluster random sampling was used to select intact classes, ensuring that natural instructional settings were preserved. The participants were divided equally into an experimental group ( n = 60 ) and a control group ( n = 60 ). Over eight instructional sessions, the experimental group engaged in the five syntactic phases of the NBI model: Digital Connecting, Networked Exploration, Collaborative Drafting, Creative Refinement, and Global Reflection. All learning activities were conducted through a Learning Management System (LMS), and students’ digital portfolios were archived to monitor the fidelity and consistency of the intervention. Ethical considerations were addressed through voluntary participation, informed consent, and anonymized data handling. Data were collected using three primary instruments that had undergone validity and reliability testing. First, poetry writing performance was assessed using an analytic rubric evaluating aesthetic quality, originality, thematic depth, and inquiry integration. To ensure scoring objectivity, two independent literary experts evaluated student work, and inter-rater reliability was examined using the Intraclass Correlation Coefficient (ICC), calculated as ICC = M S B − M S W M S B + ( k − 1 ) M S W , where M S B represents the mean square between raters, M S W the mean square within raters, and k the number of raters. Second, students’ twenty-first-century skills were measured using a Likert-scale questionnaire validated through the Rasch measurement model. Rasch analysis transforms ordinal responses into interval logit measures using the probability function P ni ( X = 1 ) = e ( θ n − β i ) 1 + e ( θ n − β i ) , where θ n represents person ability and β i denotes item difficulty. Third, qualitative data were obtained through semi-structured interviews and field notes to capture students’ experiences during networked inquiry activities. Data analysis was conducted using both descriptive and inferential statistical techniques. Descriptive statistics included mean scores, standard deviations, and normalized gain scores, calculated as Gain = Posttest − Pretest Maximum − Pretest , to evaluate individual improvement. Prior to hypothesis testing, assumption tests for normality and homogeneity were performed to ensure the suitability of parametric analysis. Multivariate Analysis of Variance (MANOVA) was then applied using SPSS version 29 to examine the simultaneous effects of the NBI intervention on poetry quality and twenty-first-century skills. The multivariate model followed the general linear form Y = XB + E , with Wilks’ Lambda ( Λ = | E | | E + H | ) used to determine statistical significance at p < 0.05 . Effect size was calculated using Partial Eta Squared ( η p 2 = S S Effect S S Effect + S S Error ) to interpret the magnitude of the intervention. Qualitative data in this study were examined through a systematic thematic analysis designed to capture the depth and complexity of students’ learning experiences during the implementation of the NBI model. The process began with data familiarization, in which observation notes, student reflections, digital interaction records, and interview transcripts were read repeatedly to develop an initial understanding of recurring patterns. This stage allowed the researchers to become immersed in the data and to identify preliminary meanings related to creativity, collaboration, and digital engagement. Following familiarization, iterative coding was conducted by assigning conceptual labels to meaningful data segments. These codes were continuously refined through comparison across datasets, ensuring that emerging themes reflected authentic patterns rather than isolated observations. Subsequently, related codes were organized into broader analytical categories, such as students’ creative exploration strategies, peer feedback dynamics, and the role of digital tools in shaping poetic expression. Through interpretive synthesis, these categories were integrated into overarching themes that explained how the NBI model facilitated students’ reflective thinking, collaborative negotiation of meaning, and multimodal creativity. Rather than functioning as a separate analytical strand, the qualitative findings served to enrich the statistical outcomes by providing thick descriptions detailed narratives that illustrated the processes underlying improvements in poetry writing performance. For example, while quantitative scores demonstrated measurable gains in writing quality and twenty-first-century competencies, qualitative insights revealed how iterative drafting, digital discussion forums, and collaborative critique sessions fostered deeper engagement and autonomy. The integration of both data types enabled a convergent interpretation, where numerical improvements were contextualized by students’ lived experiences and pedagogical interactions. This mixed-method synthesis strengthened the overall validity of the study by demonstrating not only that the NBI model was effective, but also how and why it enhanced creative processes, digital collaboration practices, and broader twenty-first-century skills such as critical thinking, communication, and creativity. As a result, the instructional model could be evaluated holistically, linking measurable learning outcomes with rich pedagogical insights that inform future digital poetry pedagogy. Ethical considerations This research was conducted in accordance with the principles of the Declaration of Helsinki. Ethical approval for this research was granted by the Doctoral Program in Education, Faculty of Teacher Training and Education, Universitas Riau (No. 1891/UN19.1.5.1.5/TD.06/2023; 20 September 2023). Participation was voluntary, and written informed consent to participate as well as consent to publish the manuscript details were obtained from all participants prior to data collection. Given that all participants were adult students (over 18 years of age), consent was provided directly by each individual. All participants were informed about the nature and purpose of the study, their voluntary participation, and their right to withdraw at any time without penalty. Written consent was obtained from all individual participants included in the study. Participants’ identities have been anonymized in all analyses and reports to protect their privacy and confidentiality. Results and Discusions Multivariate effects of networked-based inquiry on poetry writing quality and 21st-century skills Descriptive statistical analysis indicated that both the experimental and control groups demonstrated comparable baseline performance prior to the intervention. The pretest mean scores for poetry writing ability were in the moderate range, and no statistically significant difference was observed between groups (p > 0.05), suggesting initial equivalence in creative writing competence. Establishing baseline equivalence is essential in quasi-experimental studies to ensure that observed post-intervention differences can be attributed to instructional design rather than pre-existing disparities. 50 Following the instructional intervention, however, a clear divergence emerged. The experimental group exposed to the Networked-Based Inquiry (NBI) model exhibited a substantial increase in poetry writing performance, with mean scores rising from 64.20 to 86.50. In contrast, the control group, which engaged in conventional inquiry-based instruction, showed a more modest improvement from 63.80 to 72.10. This pattern suggests that integrating digital networking with inquiry processes may foster deeper engagement with thematic exploration and aesthetic experimentation, consistent with research on digital creativity in higher education. 10 , 11 To examine the simultaneous effects of the NBI model on poetry quality and twenty-first-century competencies, Multivariate Analysis of Variance (MANOVA) was conducted. The multivariate tests, including Pillai’s Trace, Wilks’ Lambda, and Hotelling’s Trace, all yielded statistically significant results (p < 0.05p < 0.05p < 0.05). These findings indicate that the intervention produced a significant combined effect across dependent variables, suggesting that improvements in poetry writing and 4C skills were interconnected outcomes rather than independent gains. Significant Wilks’ Lambda values imply that the intervention influenced the covariance structure among dependent variables, reflecting integrated cognitive and creative development. 51 At the univariate level, Tests of Between-Subjects Effects revealed that the strongest gains occurred in the Critical Thinking and Collaboration dimensions, with Partial Eta Squared values indicating large effect sizes. The emphasis on collaborative inquiry aligns with frameworks of twenty-first-century skills development that highlight interaction and co-construction of knowledge as central learning processes. 1 , 2 The substantial improvement observed in the experimental group can be interpreted through the lens of connectivism, which conceptualizes learning as the ability to build and navigate networks of information across digital environments. 41 , 42 Within the NBI model, digital platforms functioned as epistemic spaces where students curated information, explored social discourse, and transformed networked knowledge into poetic expression. This process reflects the connectivist view that creativity emerges through distributed cognition rather than isolated reflection. Exposure to diverse digital narratives may have expanded students’ conceptual repertoires, enabling them to produce poems grounded in broader sociocultural contexts. 7 From an inquiry-based learning perspective, the structured phases of networked exploration and collaborative drafting encouraged iterative cycles of questioning, analysis, and reflection. Inquiry learning emphasizes investigation and critical reasoning as catalysts for deeper understanding. 43 , 44 By engaging in digital inquiry prior to composing poetic texts, students integrated empirical exploration with aesthetic creativity. This finding supports constructivist arguments that creative production becomes more sophisticated when learners engage in systematic inquiry rather than relying solely on intuitive expression. 48 The large effect sizes observed in the collaboration and critical thinking dimensions suggest that the NBI model facilitated distributed creativity, consistent with contemporary theories that conceptualize creativity as a socially situated process. 49 Digital platforms enabled students to treat poetic drafts as evolving artefacts shaped through peer dialogue, feedback, and iterative revision. Such collaborative processes align with participatory culture frameworks, where meaning-making emerges through interaction among multiple contributors. 7 In this context, poetry writing becomes not only an individual artistic endeavor but also a dialogic practice influenced by collective interpretation. Moreover, the integration of collaborative digital environments appears to have strengthened students’ agency in navigating complex information ecosystems. Rather than functioning as passive recipients of content, learners actively curated digital resources, evaluated competing perspectives, and negotiated meaning with peers. These practices resonate with digital literacy frameworks that emphasize critical evaluation, ethical engagement, and multimodal communication within networked societies. 8 , 9 Consequently, the NBI model may support a more holistic form of literacy that integrates cognitive, social, and creative competencies. Although the control group demonstrated moderate improvement, the magnitude of change remained significantly lower than that observed in the experimental group. This difference suggests that conventional inquiry-based instruction, while beneficial for conceptual understanding, may not fully leverage the affordances of digital networking for collaborative knowledge construction. Previous studies indicate that inquiry processes lacking structured digital integration often remain individually oriented, limiting opportunities for distributed cognition and peer-mediated creativity. 46 The NBI model’s emphasis on networked collaboration, therefore, represents an important pedagogical shift from traditional inquiry toward digitally mediated collective learning. The contrast between groups highlights the importance of embedding digital connectivity as a central component of instructional design rather than treating technology as an auxiliary tool. Such integration aligns with recent calls for reimagining humanities education within digitally saturated cultural contexts. 10 , 11 By reframing poetry writing as a form of networked inquiry, the NBI framework demonstrates how aesthetic learning can coexist with critical digital engagement and collaborative problem-solving. The multivariate improvements observed in this study suggest that integrating networked inquiry into literary pedagogy may support the development of both artistic expression and future-oriented competencies. The NBI framework encourages students to engage with global digital discourse while maintaining aesthetic intentionality, thereby bridging the perceived divide between creative humanities learning and technologically mediated education. Such integration reflects broader shifts toward participatory culture, multimodal literacy, and collaborative creativity in higher education. 7 , 49 These findings contribute to ongoing discussions about how digital literacy can be embedded in creative disciplines without diminishing artistic authenticity, positioning poetry pedagogy as an adaptive practice in contemporary higher education environments. Rasch measurement analysis and integrated interpretation of twenty-first-century skills development Questionnaire data analysed using the Rasch measurement model indicated a consistent positive shift in students’ person ability logits across all four dimensions of twenty-first-century skills (4C). Rasch analysis was employed to transform ordinal Likert responses into interval-level logit measures, enabling a more precise evaluation of latent trait development and allowing direct comparison between pre- and post-intervention performance. 52 , 53 Model-fit statistics demonstrated acceptable measurement quality, with INFIT and OUTFIT mean-square values falling within the recommended range of 0.5–1.5, indicating that item responses aligned well with the Rasch model’s expectations and that the instrument measured a coherent construct. Person reliability and separation indices indicated adequate discrimination across ability levels, supporting the questionnaire’s robustness in capturing variation in students’ digital literacy and collaborative competencies. The analysis revealed particularly strong logit increases in indicators associated with information synthesis from networked digital sources (Critical Thinking) and responsiveness to peer feedback within online collaborative environments (Collaboration). From a connectivist perspective, such shifts indicate that learning occurred through expanding students’ capacity to establish and navigate meaningful connections across digital nodes rather than through isolated cognitive processing alone. 41 , 42 The movement of person logits toward higher ability levels suggests that students became more effective at filtering digital information, integrating multiple perspectives, and engaging in distributed knowledge construction. This pattern aligns with research on participatory digital culture, which emphasizes that higher-order thinking increasingly emerges from interaction within networked environments. 7 , 8 From a measurement standpoint, the improved performance across items implies greater alignment between students’ perceived competencies and the instrument’s latent constructs. In Rasch analysis, increases in person ability relative to item difficulty reflect a greater probability of endorsing complex skill indicators, suggesting meaningful developmental change rather than random score fluctuation. 53 The prominence of gains in Critical Thinking and Collaboration dimensions further indicates that the NBI model activated socially mediated learning processes central to inquiry-based pedagogy. Inquiry learning encourages learners to evaluate evidence, question assumptions, and construct knowledge collaboratively, processes that are closely linked to the cognitive demands measured by the Rasch instrument. 43 , 44 Table 1 presents a comparative summary of pre-intervention and post-intervention logit estimates across each 4C dimension, enabling visualization of differential growth patterns (see Table 1 ). The table shows that the largest increases occurred in competencies directly associated with digital interaction and collaborative knowledge construction. Reporting Rasch results in logit form enhances transparency and facilitates comparison with prior studies investigating digital literacy development and network-based learning interventions. 52 The differential growth pattern suggests that while creativity and communication also improved, networked inquiry activities may be particularly effective in strengthening analytical reasoning and collaborative engagement. Table 1. Comparative mean scores of 4C skills between control and experimental groups. 4C Dimension Mean (Control) Mean (Experimental) Sig. (2-tailed) Critical Thinking 3.12 4.45 0.001 Creativity 3.40 4.30 0.005 Collaboration 2.85 4.60 0.000 Communication 3.20 4.25 0.003 Table 1 presents the comparison of mean scores across the four dimensions of twenty-first-century skills (4C) between control and experimental groups. Statistically significant differences were observed in all dimensions (p < 0.05), with the largest improvement occurring in Collaboration and Critical Thinking, indicating the strong influence of the Networked-Based Inquiry (NBI) intervention on digitally mediated learning competencies. Beyond statistical improvement, the Rasch findings offer insight into how students’ positioning within the learning network evolved. The increase in person ability logits can be interpreted as evidence of expanded ecological participation, with learners moving from peripheral engagement to more active roles in digital knowledge exchange. This interpretation resonates with theories of collaborative creativity, which view creative production as a socially distributed process shaped by interaction with peers and digital audiences. 49 Qualitative observations from interviews and field notes further support this interpretation, as students described increased confidence in integrating online information into poetic expression and greater willingness to engage in peer dialogue during the collaborative drafting phase. Integrating quantitative Rasch outcomes with qualitative insights provides a more holistic understanding of how the NBI model influenced students’ learning trajectories. While the quantitative data demonstrate measurable improvements in latent skill dimensions, the qualitative evidence reveals how these gains were enacted through iterative collaboration, digital exploration, and reflective practice. Such integration aligns with mixed-methods research principles, where statistical trends are contextualized through rich narrative descriptions to provide deeper insight into educational processes. 50 Collectively, the findings suggest that networked inquiry does not merely improve performance metrics but may reshape how students conceptualize learning as a dynamic, participatory, and digitally mediated process. Ecological agency, collaborative creativity, and digital literacy in networked poetry learning Qualitative findings derived from classroom observations and semi-structured interviews provided interpretive depth that complemented the quantitative outcomes. During the Digital Connecting phase, students demonstrated increased engagement with contemporary sociocultural issues that had rarely appeared in their earlier poetic works. Participants reported that network-based inquiry exposed them to diverse digital perspectives, enriching their thematic exploration and expanding their conceptual vocabulary. As one student noted, “Before this class, I wrote only about personal feelings, but now I connect my poem to what is happening in the world” (P3). This shift suggests that digital inquiry functioned as a generative catalyst, enabling students to anchor poetic creation within socially situated realities rather than relying solely on introspective imagination. Such findings resonate with digital literacy frameworks emphasizing participatory engagement and critical navigation of online information environments. 6 , 7 The qualitative evidence also reinforces the connectivist assumption that learning in digital contexts occurs through the formation of meaningful relationships among distributed knowledge sources. 41 , 54 Students’ descriptions of drawing inspiration from social media discourse, online archives, and cross-cultural narratives indicate that poetic composition evolved into a process of networked meaning-making. One participant explained, “Reading different perspectives online helped me rethink my metaphors and make them more relevant” (P5). Rather than composing poems in conceptual isolation, learners engaged in inquiry into interconnected global realities, transforming digital information into aesthetic expression. This finding extends traditional notions of Poetic Inquiry, which have often foregrounded introspective reflection, 55 toward a broader model of socially engaged digital poetry, where poetic meaning emerges from the interaction between individual sensibility and digitally mediated public discourse. A significant behavioral shift was observed during the Collaborative Drafting phase. Students moved from defensiveness toward adaptability when responding to peer critique within online forums. Participants reported greater openness to revising lexical choices and thematic directions after engaging in digital dialogue, as illustrated by one student’s reflection: “This process made me realize that a poem is not solely mine, but a message that must resonate with a global audience” (P1). Another participant added, “Feedback from friends online helped me see weaknesses I did not notice before” (P7). This transformation suggests that the NBI environment fostered dialogic learning conditions that enhanced both digital agency and poetic sensitivity. The finding aligns with theories of collaborative creativity, which conceptualize creative production as a socially distributed process shaped by interaction and feedback. 49 Furthermore, the networked peer-review process encouraged students to move beyond familiar linguistic patterns, fostering greater lexical experimentation and conceptual risk-taking. As one student expressed, “I tried new expressions because others suggested ideas I never considered” (P9). Rather than diminishing artistic autonomy, digital collaboration appeared to broaden interpretive possibilities by exposing learners to alternative perspectives. This observation challenges classical assumptions that poetry writing is inherently solitary and supports contemporary views that creativity can be amplified through collective interaction. 7 Students also demonstrated greater critical awareness when evaluating digital information before integrating it into poetic texts, reflecting the development of higher-order digital literacy skills consistent with inquiry-based learning principles. 43 Another salient theme emerging from the qualitative data was the development of what can be conceptualized as ecological agency. Students reported heightened awareness of authentic audiences beyond the classroom, perceiving their poems as contributions to a broader digital conversation. One participant remarked, “When I shared my poem online, I felt responsible for how people from different cultures might interpret it” (P4). This sense of audience expanded motivation and encouraged more deliberate aesthetic choices. Compared with prior research on blog-based literary instruction, 56 the NBI model advances existing pedagogical approaches by embedding the full inquiry cycle, problem formulation, exploration, collaboration, and creative production within a systematically structured networked ecosystem. The findings, therefore, challenge the assumption that digital technologies diminish poetic depth; instead, when integrated within an inquiry-oriented framework, digital environments appear to stimulate metaphorical complexity and social relevance in students’ writing. Overall, the qualitative findings illustrate how the NBI model facilitated a shift from isolated creative practice toward participatory, digitally mediated authorship. By situating poetry writing within a collaborative networked context, students developed not only aesthetic competence but also a deeper understanding of how creative expression operates within contemporary digital cultures. These insights complement the quantitative results by demonstrating that improvements in 4C skills were enacted through observable changes in learning behavior, interaction patterns, and creative decision-making processes. Networked-based inquiry (NBI) instructional syntax: A process-oriented framework for networked poetry learning The synthesis of the literature highlights a persistent pedagogical gap between theoretical discussions of connectivism and the practical implementation of inquiry-driven creative learning within literature classrooms. While connectivism explains how knowledge emerges through distributed digital networks 41 , 54 and inquiry-based learning provides structured pathways for critical investigation, 43 , 44 existing poetry pedagogy rarely operationalizes these perspectives into a coherent instructional sequence. This gap indicates the need for a process-oriented framework that integrates networked knowledge navigation with creative meaning-making rather than treating digital engagement as incidental or supplementary. As one participant reflected, “Before this model, I searched online randomly, but now I understand how digital sources shape my ideas” (P2). The Networked-Based Inquiry (NBI) model addresses this theoretical and procedural gap by positioning poetic creation as an iterative process shaped by digital interaction, collaborative inquiry, and reflective practice. Unlike conventional creative writing models that emphasize final artistic products, NBI foregrounds the learning trajectory that leads students from digital exploration to socially grounded poetic expression. The model conceptualizes digital environments not merely as tools but as cognitive ecosystems that scaffold critical thinking, collaboration, and aesthetic experimentation. Through this integration, poetry writing becomes simultaneously a creative, analytical, and participatory practice aligned with contemporary digital literacy frameworks. 6 , 7 One student described this shift by stating, “ I do not just write a poem anymore; I investigate ideas before shaping them into words ” (P6). The instructional design of NBI consists of five interrelated phases that operationalize connectivist principles within inquiry-driven creative writing activities: (1) Digital connecting The Digital Connecting phase introduces students to digital networks as legitimate epistemic resources. Learners identify relevant online narratives, visual media, and sociocultural discourses that inform poetic themes. This stage shifts poetry pedagogy from introspective isolation toward socially embedded inquiry, encouraging students to situate creative expression within broader cultural conversations. By engaging with diverse digital nodes, students begin to develop network awareness, a foundational element of connectivist learning. As one participant explained, “Digital sources helped me see that my poem could respond to real social issues” (P3). (2) Networked exploration During Networked Exploration, students engage in structured inquiry by critically examining digital sources. They evaluate credibility, identify ideological perspectives, and synthesize multiple viewpoints to construct thematic foundations for their poems. This phase promotes higher-order cognitive processes such as analysis and evaluation, consistent with inquiry-based learning frameworks that emphasize investigation as a precursor to creative production. The emphasis on evidence-informed creativity encourages students to transform digital information into meaningful poetic narratives. A participant noted, “I learned to question what I read online before turning it into poetry” (P8). (3) Collaborative drafting The Collaborative Drafting phase reframes poetry writing as a socially mediated activity. Students share initial drafts through cloud-based platforms or digital discussion forums, inviting peer feedback and alternative interpretations. This interaction transforms poems into evolving artefacts shaped through dialogue, aligning with theories of collaborative creativity that view artistic production as distributed across social networks. 49 Digital platforms function as spaces for negotiation of meaning, fostering communicative competence and shared authorship practices. One student commented, “When others reviewed my draft, I discovered meanings I had not intended but decided to explore” (P5). (4) Creative refinement In the Creative Refinement phase, learners revise their poems by integrating peer feedback and insights gained from digital inquiry. Students refine diction, imagery, metaphorical complexity, and structural coherence while reflecting on the relationship between personal voice and audience interpretation. Digital tools serve as scaffolding for iterative revision, fostering metacognitive awareness and encouraging deliberate aesthetic decision-making. This stage highlights how networked collaboration can enhance rather than constrain artistic autonomy. As reflected by a participant, “Revising with feedback made my poem stronger without losing my voice” (P7). (5) Global reflection The Global Reflection phase consolidates learning by encouraging students to evaluate both the creative process and its broader implications critically. Learners reflect on how digital networks influenced their thinking, collaboration, and poetic identity, while considering potential reception by global audiences. This stage cultivates what may be described as ecological agency, wherein students perceive themselves as participants in a wider digital discourse rather than isolated creators. Reflection, therefore, becomes a mechanism for integrating digital literacy, critical awareness, and creative self-regulation. One participant stated, “Publishing my poem online made me think about how people from different cultures would interpret it” (P4). Table 2 presents a systematic visualization of the five syntactic phases of the NBI model, illustrating the pedagogical logic of each stage and clarifying the interactions among learners, digital networks, and inquiry processes. The table functions as a conceptual bridge between theory and practice, enabling readers to understand how connectivist principles are translated into actionable classroom procedures. By mapping instructional phases to specific learner roles and digital interactions, the visualization highlights the procedural distinctiveness and practical feasibility of the NBI model within higher education poetry pedagogy. Table 2. The five-phase syntax of the networked-based inquiry (NBI) instructional model for digital poetry Writing. Phase Phase name Core activities Phase 1 Digital Connecting Identification of Phenomena through Big Data and Social Networks Phase 2 Networked Exploration In-Depth Inquiry and Cross-Platform Information Curation Phase 3 Collaborative Drafting Collaborative Idea Construction via Cloud-Based Platforms Phase 4 Creative Refinement Aesthetic Crystallization and Network-Based Validation Phase 5 Global Reflection Public Dissemination and Reflection on Audience Impact Overall, the NBI syntax demonstrates how structured digital inquiry can transform poetry learning from an individualistic activity into a collaborative and networked practice. By aligning connectivist theory with inquiry-based creative processes, the model provides a pedagogical framework that supports aesthetic development while fostering critical digital literacy and twenty-first-century competencies. In response to these challenges, this study introduces the Networked-Based Inquiry (NBI) model as a procedural framework that operationalizes connectivist and inquiry-based principles into structured learning actions. The model translates digital connectivity into five sequential phases: Digital Connecting, Networked Exploration, Collaborative Drafting, Creative Refinement, and Global Reflection, designed to activate students’ digital agency and integrated 4C skills. Moving beyond conceptual discussion, this section outlines how networked inquiry guides learners from digital data engagement toward socially grounded poetic creation through systematic collaboration, critical evaluation, and reflective practice. Table 3 provides a structured overview of student activities and instructor roles across the phases of the NBI syntax. This table serves as a practical pedagogical guide, clarifying the instructional flow and delineating responsibilities in order to facilitate consistent and effective classroom implementation of the model. Table 3. Matrix of instructor and student activities in the NBI syntax. Sintax phase Instructor’s activities (Facilitator & orchestrator) Students’ activities (Inquirer & creator) Focus of 4C skills 1. Digital Connecting Presenting global phenomena or contemporary issues from digital platforms; providing provocative hashtags or keywords to trigger curiosity. Navigating digital networks (social media/news portals) to identify phenomena with artistic and social depth. Critical Thinking (Problem Identification) 2. Networked Exploration Guiding students in “digital foraging” techniques; providing instructions on how to filter valid information for poetic material. Conducting intertextual investigations across platforms; gathering data, imagery, and cultural references to enrich the idea bank. Critical Thinking & Digital Literacy 3. Collaborative Drafting Preparing the digital ecosystem (LMS/Cloud-based Docs); monitoring interaction dynamics and providing stimulants if discussions stagnate. Writing poetry drafts on shared platforms; providing and receiving constructive peer-feedback within the network. Collaboration & Communication 4. Creative Refinement Acting as an aesthetic curator; challenging students to transform complex data into innovative and evocative poetic diction. Synthesizing network feedback; experimenting with poetic techniques and typography to produce an original final work. Creativity (Aesthetic Innovation) 5. Global Reflection & Publication Facilitating digital publication channels (blogs/professional social media); guiding students in reflecting on audience responses. Publishing the work to a wider audience; responding to global feedback; reflecting on their role as poets in the digital era. Communication & Global Agency Table 3 above demonstrates a clear pedagogical transition from teacher-centered instruction to student-centered, networked learning. Digital technologies are integrated as cognitive tools rather than supplementary media, enabling students to act as active agents in inquiry, collaboration, and creative production, while instructors function as facilitators within a distributed learning environment. This structure operationalizes learner autonomy, collaborative engagement, and digital literacy in line with contemporary educational frameworks. To evaluate the instructional significance of the Networked-Based Inquiry (NBI) model, the following section provides a comparative synthesis with studies published between 2023 and 2025. This comparison situates the present findings within current scholarly discourse, identifying areas of convergence with existing digital pedagogy research while highlighting the distinctive contribution of the NBI model as an inquiry-driven, networked framework for poetry learning. Comparative and theoretical contributions of the NBI model As shown in Table 4 , prior studies by 57 , 58 highlight the collaborative dimension of contemporary writing pedagogy; however, collaboration in these frameworks remains largely confined to classroom-based peer interaction. In contrast, the Networked-Based Inquiry (NBI) model extends collaboration beyond local instructional boundaries by positioning digital networks as a continuous inquiry environment. Learning occurs through interaction with global information flows, aligning with connectivist perspectives that conceptualize knowledge as distributed across digital nodes. 41 , 54 This networked orientation transforms poetic learning from a closed classroom activity into an open, socially embedded process of meaning construction. Table 4. Comparison of research findings with recent studies. Author(s) & year Research focus Key findings Comparison with current Study (NBI model) Li & Zhang (2024) Inquiry-based learning in digital humanities. Inquiry methods improve critical thinking but lack specific frameworks for creative writing. NBI Model fills this gap by integrating structured inquiry specifically into the poetry-writing process. Kayyali, M (2024) Digital literacy in creative writing. Students often struggle to transition from digital consumption to creative production. NBI Model provides a “Digital Connecting” phase that effectively bridges the gap between digital data and poetic inspiration. Siemens (2023) Connectivism in the AI and networked landscape. Learning is most effective when it occurs within a decentralized digital network. NBI Model operationalizes this theory into a 5-phase syntax that fosters “Ecological Agency” through networked collaboration. van Rooyen, H., & d’Abdon, R (2025). Poetic inquiry in the digital age. Found that poetic inquiry enhances empathy but requires better collaborative platforms. NBI Model enhances this by using “Collaborative Drafting” on cloud-based platforms to ensure real-time peer-feedback. Current Study (2026) Networked-Based Inquiry (NBI) Model. Significant improvement in both poetry quality and 4C skills (p < .05). NBI Model synthesizes inquiry, connectivism, and 4C skills into a holistic pedagogical blueprint for higher education. Addressing concerns raised by Thompson 59 regarding the potential erosion of originality in AI-assisted writing, the NBI framework reframes technology as an analytical scaffold rather than a substitute for human creativity. Digital tools are employed to support investigation, synthesis, and ethical reflection, ensuring that poetic production remains grounded in authorial judgment and aesthetic intention. This distinction reinforces arguments in digital humanities research that technology can enhance, rather than diminish, creative authenticity when integrated through structured inquiry. 7 , 11 A central contribution of this study is the conceptualization of Ecological Agency within literary education. Moving beyond traditional notions of individual authorship, the NBI model defines agency as students’ capacity to navigate and respond to complex digital ecosystems. Learners function as ecological agents who absorb global data, critically interrogate its meaning, and reinterpret it through poetic expression. This perspective aligns with contemporary theories of collaborative creativity that emphasize distributed authorship and social participation in creative processes. 49 The model also advances the discourse on Critical Digital Literacy by situating it within literary practice. Rather than equating digital literacy with technical proficiency, NBI frames it as the ability to evaluate ideological perspectives, synthesize fragmented information, and construct nuanced poetic narratives amid informational abundance. 6 , 8 During the Networked Exploration phase, students engaged in structured digital foraging, critically assessing source credibility and transforming data into aesthetic meaning. Finally, the integration of aesthetic inquiry with digital connectivity gives rise to what this study conceptualizes as a “Literacy of Resonance.” Within this framework, the 4C skills operate as an interdependent system that supports ethical communication, collaborative creativity, and critical engagement with global audiences. 1 This contribution suggests that literary education in the digital era extends beyond artistic expression to cultivate intellectual agility and social agency, positioning poetry pedagogy as a dynamic response to the complexities of contemporary knowledge ecosystems. Conclusion and implications This study concludes that the Networked-Based Inquiry (NBI) model serves as an effective instructional framework for transforming poetry-writing pedagogy in higher education into a networked, inquiry-driven, and socially engaged practice. Quantitative findings demonstrated statistically significant improvements in poetry quality and twenty-first-century competencies, particularly in Critical Thinking and Collaboration, as indicated by MANOVA and Rasch measurement analyses. These gains were reinforced by qualitative evidence showing increased student engagement, adaptive revision practices, and deeper thematic exploration through digital inquiry and peer interaction. The convergence of both data strands indicates that learning improvements extended beyond performance scores, reflecting meaningful shifts in students’ creative processes and digital participation. The structured NBI syntax from Digital Connecting to Global Reflection illustrates how digital technologies, when embedded within systematic inquiry, can enhance rather than diminish poetic depth. Students moved from solitary authorship to collaborative, data-informed creativity, positioning poetry writing as an iterative process shaped by global information flows and cross-cultural dialogue. Conceptualizing digital networks as epistemic environments enabled learners to engage critically with contemporary issues while maintaining aesthetic intentionality, thereby reframing poetry writing as a form of networked creative inquiry. From a theoretical perspective, this study extends connectivist learning theory by introducing the concept of Ecological Agency, which conceptualizes authorship as an adaptive practice situated within dynamic digital ecosystems. Rather than viewing creativity as an isolated act, the findings suggest that poetic meaning emerges through interaction between individual sensibility and networked discourse. The integration of aesthetic inquiry with digital literacy also advances discussions in digital humanities education by demonstrating that creative learning can simultaneously foster critical analysis, collaboration, and social engagement. The integrated findings carry several implications for higher education practice and curriculum development. First, the results suggest a redefinition of the instructor’s role. Quantitative improvements in collaborative and critical thinking skills, combined with qualitative evidence of dialogic learning behavior, indicate that lecturers function most effectively as facilitators who scaffold inquiry and guide students in navigating complex digital information environments. This shift supports learner autonomy while maintaining pedagogical structure. Second, the study highlights the importance of a connectivity-oriented curriculum. The observed growth in students’ digital literacy and creative agency suggests that digital inquiry should be embedded as an integral component of literary instruction rather than treated as a supplementary activity. Integrating networked exploration into creative courses enables students to engage critically with contemporary issues and produce culturally responsive poetic works. Third, the findings emphasize the value of open learning ecosystems. Qualitative data revealed that students developed greater audience awareness and ethical communication practices when their work was positioned within global digital contexts. Institutions may therefore consider supporting collaborative platforms, digital portfolios, or open repositories that extend learning beyond classroom boundaries and encourage socially responsible creative participation. Finally, the NBI model provides a practical framework for operationalizing twenty-first-century skills (4C) within humanities education. The combined quantitative and qualitative results demonstrate that critical thinking, creativity, collaboration, and communication can be cultivated through structured inquiry processes without compromising artistic authenticity. By aligning aesthetic practice with digital literacy and collaborative engagement, the model offers a transferable pedagogical approach for creative disciplines seeking to remain relevant within evolving digital learning landscapes. Evidence from digital interventions in other contexts suggests that structured digital engagement can strengthen interaction and motivation, supporting the plausibility of networked pedagogy beyond the immediate writing classroom. 60 Data availability statement The raw data supporting the results of this study are not publicly available due to ethical restrictions imposed by the Institutional Review Board of the Faculty of Teacher Training and Education, Universitas Riau, to protect the confidentiality and personal data of the participating students. Although the data have been anonymized, the potential for identification through digital interaction patterns and literary portfolios remains. Readers or reviewers who require access to the research data for verification or further analysis purposes may submit a request to the research team via email at: [email protected] . The conditions for granting data access include: 1. Signing a Non-Disclosure Agreement (NDA). 2. Use of the data is strictly limited to academic purposes and the verification of the results of this study. 3. A guarantee not to redistribute or share the data with any third parties. Acknowledgements The authors would like to express their sincere gratitude to the participating teachers and students who contributed to this study. Appreciation is also extended to colleagues and reviewers who provided valuable academic feedback during the development of the research design and manuscript. Special thanks are addressed to the institutional leadership and academic community for their support in facilitating the research process. References 1. Trilling B, Fadel C: 21st Century Skills: Learning for Life in Our Times. Wiley Desktop Editions. Wiley; 2009. Reference Source 2. Partnership for 21st Century learning: 21st CENTURY STUDENT OUTCOMES.2015; 1–9. Reference Source 3. Beach B, Appleman R, Simon D, et al. : Teaching Literature to Adolescents. New York: Taylor & Francis; 3rd ed2016. 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Publisher Full Text 60. Kayyali M: Digital Literacy in Higher Education: Preparing Students for the Workforce of the Future. Int J Inf Sci Comput. 2024; 11 (1): 53–73. Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 07 Apr 2026 ADD YOUR COMMENT Comment Author details Author details 1 Faculty of Teacher Training and Education, University of Riau, Pekanbaru, Indonesia, 28293, Indonesia Popi Kurniawan Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing M. Nur Mustafa Roles: Data Curation, Formal Analysis, Writing – Original Draft Preparation Hermandra . Roles: Data Curation, Formal Analysis, Writing – Review & Editing Elmustian . Roles: Data Curation, Validation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 07 Apr 2026, 15:485 https://doi.org/10.12688/f1000research.178268.1 Copyright © 2026 Kurniawan P et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Kurniawan P, Mustafa MN, . H and . E. Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher Education: A Mixed-Methods Quasi Experimental Study on 21st-Century Skills and Digital Literacy [version 1; peer review: awaiting peer review] . 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