Despite advances in educational technology, learning models that effectively integrate digital tools to develop not only competence but also learners’ conscience, compassion, and commitment remain limited. This article introduces the Ignatian Cybergogical Experience (ICE) model, a novel framework designed to foster these four essential characteristics in digital learning environments. Rooted in the Catholic Intellectual Tradition, the model deliberately integrates Ignatian Pedagogy’s proven framework for values formation and reflective practice with cybergogy’s capacity to engage digital learners through technology-mediated experiences. This synergistic blending addresses critical limitations in existing approaches: the ICE model simultaneously develops technological competence and moral character, which neither traditional values-based education nor pure cybergogical approaches achieve independently. Grounded primarily in existentialist-humanistic philosophy and connectivism-constructivism theories, the ICE model emphasizes holistic learner development through experiential learning, structured reflection, and meaningful action. The model comprises eight specific steps: context, connection, construction, reflection I, reconnection, action, evaluation, and reflection II. These are organized into three cyclical phases: prelection, active learning, and repetition. By providing concrete strategies such as case studies, immersive learning, project-based learning (PBL), and service-learning projects (SLP), the ICE model offers educators a comprehensive approach to cultivating in learners both technological proficiency and the values of competence, conscience, compassion, and commitment essential for digital age citizenship.
Setyawan et al. (Tue,) studied this question.