The contradictory setting between the principles and practice in the contemporary school system affects everyday classrooms by compromising the learning environment based on core educational values. The challenges arising from the contradictions are also reflected in the digitalization of education. While physical materials have established an intuitive learning experience and are familiarized with the standard organization of learning, the development of digital materials has been driven by innovation instead of fundamental educational values.  This thesis builds a theoretical foundation for promoting contemporary educational values based on pedagogical approaches and learning theories. By using interaction design methods, the values are transformed into concrete manifestations and evaluated through an iterative design process. The four strategies that emerged from the design process aim to transform the learning experience of digital materials from content-focused to learning-focused. The strategies’ purpose is to support students’ metacognitive development by adapting the principles of constructivist learning theory and student-driven education practices to the design of digital learning materials.    In addition to the proposed strategies, this thesis aims to inspire future designers developing digital learning materials to consider the core values of education and the mentality towards learning they aspire to manifest through their design work.