Abstract

This article examines the integration of digital information literacy into Political Theory instruction to develop students’ problem-solving competence. Based on an analysis and synthesis of relevant literature, the study clarifies the relationship among Political Theory knowledge, digital information literacy, and the problem- solving process. It proposes a four-component competence framework, five groups of instructional strategies, an illustrative learning activity, and a set of assessment criteria. The findings provide a theoretical foundation and practical guidance for improving Political Theory instruction through the integration of digital information literacy.

Keywords: Competency-based education, digital information literacy, political theory, problem-solving competence, students.