Abstract
The integration of personal experiences into writing, particularly in the digital era, presents new opportunities and challenges for students and educators. This study examines the impact of the digital era on the use of diary writing as a tool for fostering self-determined, creative, and didactic nonfiction learning. The focus is on integrating online-based diary writing into Creative Nonfiction pedagogy, aiming to transform teaching and learning into a more expressive, meaningful, and engaging experience in the context of new normal education. The research was conducted with Grade 12 Humanities and Social Sciences students at Culiat High School, employing a qualitative exploratory case study design. Data were gathered through a focus group discussion involving ten volunteer participants. Findings reveal that online-based diary writing enhances students’ ability to express themselves, supports the development of writing proficiency, and contributes to both personal and professional growth. The study concludes that integrating digital tools into Creative Nonfiction pedagogy positively impacts teaching and learning, providing valuable insights for adapting education to the demands of the digital era.
