The Role of Digital Education in Reducing School Dropout in Romania: A Student-Based Analysis

Impact of Digital Learning on Students

The paper concludes that digital learning can significantly improve educational outcomes when used responsibly and supported by appropriate teaching tactics and infrastructure.

Impacts of an Extension Activity on Professional and Technological Education Among Ninth-Grade Students

The impact of the digitalization of higher education on academic performance

The digitalization of higher education has profoundly transformed pedagogical practices and learning modalities. However, its actual effect on students' academic performance remains debated. This study aims to examine the effect of three dimensions of digitalization like students' digital competencies, the pedagogical integration of digital tools by teachers, and the perceived contributions of artificial intelligence on academic performance, measured both objectively (grade point average) and subjectively (student self-assessment). The analysis is based on data collected via a questionnaire administered to 168 students at the Faculty of Legal, Economic and Social Sciences of Marrakech. Data were processed using robust ordinary least squares estimation and bootstrap mediation analysis. The results highlight an important phenomenon, namely cognitive illusion: digitalization exerts no significant effect on objective academic performance, but positively influences perceived academic performance, particularly through the perceived contributions of artificial intelligence. These findings suggest that students may overestimate the benefits of digitalization on their learning outcomes, a discrepancy with important implications for educational policy and pedagogical practice. This study contributes to the literature on digital transformation in higher education by distinguishing between objective and subjective performance measures and by identifying the mediating role of cognitive perceptions in the digitalization–performance relationship.

Use of Technology for Higher Education among Undergraduate Students in Rishikesh

The internet revolution, globalization, and digitization have expanded education beyond traditional classroom settings to include online resources, virtual classrooms, and digital platforms. Present study is focused on status, impact and challenges of using technology based education. It is based on the assessment of influence of technology in academic activities, learning effectiveness, and student participation, as well as to identify related barriers. A questionnaire encompassing demographic information, access to digital resources, frequency of technology use, academic applications, perceived learning impact, and challenges faced was given to respondents in person in order to gather data. The results show that technology significantly contributes to the effectiveness, engagement, flexibility, and student-focused actions in higher education. Online lectures, e-books, instructional videos, and digital libraries are examples of digital resources that facilitate self-directed learning, enhance comprehension, and increase access to education outside of the classroom. However, distraction, health concerns, unequal access to technology related devices, limited faculty readiness, and concerns about the ethical application of AI are among the difficulties that the study also identifies. The findings demonstrate that although students value technology, they do not see it as a teacher substitute. Rather, the most successful strategy appears to be blended learning, which combines traditional education with digital resources. The study concludes that when technology is used wisely, backed by sufficient training, and balanced with human guidance, it may significantly improve learning in higher education.

Technology Integration in National Education Policy of India and Its Impact on Enhanced Engagement and Student Learning Outcomes

The prime objective of education is the advancement and dissemination of truth through scientific methods of inquiry. It helps develop the right understanding as well as cognitive, social, ethical, and emotional competence for personal and societal well-being. Recognizing the importance of these objectives, the National Education Policy of India (NEP-2020) places a strong emphasis on technology integration in the teaching-learning process. This article investigates the role of digital technologies in transforming pedagogical practices for enhanced student engagement and learning outcomes. With the help of the activity theory framework, this case study attempts to assess the impact of technology integration on student learning outcomes, such as skills and competencies, enhanced engagement, critical thinking, right understanding, problem-solving skills, effective communication, networking and collaboration, capacity building, and participation in the larger order.  Data collected and analyzed through interactive sessions, survey forms, and awareness workshops were found helpful in gaining a deeper comprehension of technology integration in education and the specific needs of participants. To fulfil the objectives of this study, a total of 450 responses from students with diverse academic backgrounds were collected and analyzed. Findings of the study suggest that thoughtful integration of EdTech tools with traditional pedagogical processes helped students in the attainment of learning outcomes. More than 70% of students accepted that digital tools supported them in better comprehension of academic content and prepared them for the fulfilment of comprehensive human goals. This study will help researchers and academicians in proffering valuable insights and inferences for associated challenges and potential solutions.

Transforming Learning: The Impact of Covid-19 on Digital Education in India

This study aims to examine the impact of the COVID-19 pandemic on the perceptions of teachers and students in higher education institutions in India. A total of 105 teachers and students from higher education institutions were asked about their perceptions of digital education and the impact of COVID-19 on their understanding of digital education. Further, the participants were also asked about the issues associated with digital education based on their experiences during the COVID-19 pandemic. Interestingly, most participants viewed digital education as having future potential, but its effectiveness depends on how meaningfully it is integrated into teaching and learning practices. This indicates a need for educationists and researchers in the field of digital education to reflect more deeply on its relevance. This research aims to shed light on the inadequate implementation of digital education during the COVID-19 pandemic and the need to view digital education as part of the evolution of education rather than as a substitute for classroom education during natural disasters. Although this sudden shift was essential for maintaining learning, it frequently occurred without the necessary infrastructure, such as well-designed online courses or sufficient technical assistance for educators and learners. Therefore, this study examines the effectiveness of digital education based on the perceptions and experiences of teachers and students during the pandemic, using the Community of Inquiry Framework to interpret interaction, engagement and the perceived effectiveness of digital education. This study further examines multidimensional challenges, including pedagogical, infrastructural, social and institutional aspects that need to be understood to ensure the meaningful integration of digital education into mainstream Indian higher education institutions.