Pedagogy of Love for the Social Studies Learning Process in the Era of Digital Literacy

This Social Studies (IPS) education in the digital era faces challenges from rapid internet-based technological development, which often undermines human values, while IPS itself is expected to build intelligent, wise, and participatory citizens. This study aims to conceptualize the implementation of IPS learning based on the pedagogy of love through philosophical and socio-cultural foundations, curriculum adaptation, and its integration with digital literacy. A literature study method was employed, with data collected from relevant documents and analysed through qualitative content analysis involving interpretation, evaluation, and synthesis. The findings reveal that the pedagogy of love is highly relevant in IPS learning, both from the perspective of Pancasila philosophy and socio- cultural dynamics in the digital era. Implementation requires contextual curriculum adaptation, the integration of love values into learning objectives, and the application of deep-learning principles that are mindful, meaningful, and joyful. Students should be encouraged to internalize knowledge through good thoughts, words, and actions, while assessments need to adopt authentic approaches rooted in love values. This study concludes that applying the pedagogy of love can help Social Studies learning strengthen students’ digital literacy, maximize the positive impact of technology, and minimize its negative consequences. The implication is that educators must deepen their understanding of the philosophical foundation of love, redesign IPS materials and objectives to embed these values, implement deep-learning strategies, and guide students to meaningfully connect science, technology, and society in the digital age.