Student needs in digital persuasive writing: Integration of literacy, rhetoric, and reflective awareness

This study investigates students’ needs in developing digital persuasive writing skills within higher education, emphasizing the integration of digital literacy, rhetoric, and reflective awareness of socio-business issues. The research originates from the observed gap between students’ digital writing abilities and the demands of academic and professional contexts. Using a mixed-methods exploratory sequential approach, data were collected through surveys, interviews, observations, and document analysis involving students from the Digital Business Study Program at the Lombok Business Academy. The findings revealed that 73% of students experienced difficulties constructing coherent and logical persuasive texts, 82% struggled to integrate logos, ethos, and pathos effectively with visual elements, and 69% had not maximized the use of interactive digital media. Moreover, most students were not accustomed to linking rhetorical theories with real-world social or business contexts, leading to less engaging and impactful writing. These results highlight the urgency of implementing project-based learning, collaborative activities, and critical reflection. The study contributes to advancing digital persuasive writing pedagogy and recommends integrating reflective and project-based approaches into curricula to foster contextual, persuasive, and relevant communication skills in the Industry 4.0 era.