A Literature Review on the Roles of Digital Literacy, Self-Regulated Learning, and Peer Support in Enhancing Students’ Academic Achievement in the Era of Hybrid Learning

Abstract

Hybrid learning research emphasizes technology, cognition, and social support, yet an integrated framework explaining their combined effect on academic performance is limited. This study examines how digital literacy (DL), self-regulated learning (SRL), and peer support (PS) interact to shape student achievement in hybrid environments. Guided by the research question on the relationships among DL, SRL, PS, and academic outcomes, a narrative literature review analyzed studies from 2017–2025 in Scopus, Google Scholar, and Sinta journals, focusing on higher education and covering technological, cognitive, and social dimensions. Findings show that DL provides a cognitive foundation for accessing, filtering, and integrating information, enhancing SRL processes such as planning, monitoring, and self-evaluation. Peer support strengthens motivation, collaboration, and resilience, and when combined with DL, further amplifies SRL, which mediates their impact on academic performance. The study contributes a novel framework conceptualizing these interdependent mechanisms as a mutually reinforcing hybrid learning ecosystem. Practically, institutions can foster academic success by promoting reflective digital literacy, embedding SRL-supportive practices, and structuring peer support for cognitive and emotional scaffolding.