In the ever-evolving landscape of education, English teachers must harness the potential of digital pedagogy to cultivate critical thinking skills among 21st-century learners. This qualitative phenomenological study aimed to explore the integration of digital pedagogy in fostering critical thinking skills among senior high school students. This qualitative phenomenological approach collected data from interviews and observations of 10 senior high school teachers. The data was collected using coding and analyzed through thematic analysis techniques. The results revealed a significant gap in integrating technology into education, highlighting the need for enhanced digital pedagogy practices. This study underscores the transformative potential of digital tools and platforms in creating dynamic learning environments conducive to inquiry, analysis, and problem-solving. Based on the findings, recommendations include facilitating professional development opportunities focused on digital pedagogy and technology integration. Principals can be pivotal in promoting ongoing training and workshops led by skilled practitioners or technology experts, ensuring teachers remain abreast of the latest digital tools and teaching methodologies. By empowering teachers with the knowledge, skills, and resources to utilize digital pedagogy effectively, educators can better equip students with the critical thinking skills necessary for success in the 21st century.