Abstract

This study explores how digital materiality shapes meaningful learning experiences for students and teachers. Using a qualitative approach, this study examines the digital practices of thirty-five senior high school respondents in Banda Aceh and Denpasar. It finds that intense interactions with information and communication technology (ICT) provides teachers and students with access to meaningful digital learning experiences. By grounding teaching and learning practices in meaningful learning principles, students and teachers can sustain an interest in ICT-based learning, while fostering emotional sensitivity and awareness. These findings underscore the reciprocal interaction between humans and technology in shaping social systems. The intentional and material dimensions of these interactions are critical to produce meaningful work that contributes to personal and social well-being. These findings have implications for educators and policymakers seeking to promote meaningful learning in the digital age. This study suggests that when teachers and students have equal access to good technological skills, learning can be more meaningful and enjoyable. Technology can be used as a tool for collaboration, creativity, and the exploration of ideas. However, further research is required to fully understand how technology can best support learning. This study has important implications for researchers and policymakers interested in improving the use of technology in education.