Understanding the Role of Digital Immersive Technology in Educating the Students of English Language: Does it Promote Critical Thinking and Self-directed Learning for Achieving Sustainability in Education with the Help of Teamwork?

Abstract

Abstract Purpose:Universities are constantly searching for best practices to promote sustainability when it comes to educating students of the English language. Although this area of study has recently gained the attention of scholars around the worldthere is still a need to explore it from various perspectives. Objective:The study aims to find out how well digital immersion technology encourages teamwork, self-directed learning, and critical thinking in English language learners. The purpose of the study is to examine how students' language skills, motivation, and involvement in the learning process are affected by digital immersive technology. Methodology:The objective was achieved by using a survey questionnaire to collect data from 304 registered students in various universities inBeijing. Data analysis was conducted by applying Mplus 7.0 software. Findings:The findings revealed that the use of digital immersive technology was pivotal for achieving sustainable education both directly and indirectly to an extent. In addition, team working moderated all the respective paths except the path involving the use of digital immersive technology and critical thinking. Implications:These results generated implications for teachers and policymakersto promote and facilitate the use of digital technology for teaching the English language to students, encouraging them to develop critical skills and self-directed learning strategies. The study also offered guidance and deeper understanding for researchers to address the concerns linked to the use of digital technology and sustainable education particularly in their future endeavors.