Impact of Digitalization on Learning of Undergraduate Students of Management Sciences: A Case Study

Abstract

In an era of rapid technological advancement, digitalization has emerged as a transformative force in the field of education including field of management sciences. It is a very useful tool for reshaping traditional classrooms into interactive and technology-enhanced learning environments. This study investigates the impact of digitalization on undergraduate students' academic learning and instructional practices during the first three years of the BS Management Sciences program at the College of Business Management (CBM), Rawalpindi. The research aims to assess how the integration of digital tools such as smart boards, Android-based applications, and multimedia content affects students’ conceptual understanding, attitudes towards learning, and enhance academic performance. The study adopts a mixed-methods approach, combining quantitative data collected through structured survey questionnaires from 50 students of the programme, their academic results comparisons across last three academic years, and qualitative insights obtained via interviews with 20 renowned faculty members at undergraduate level of the college. Quantitative data was analyzed using SPSS Statistics Version-26, while qualitative data was thematically analyzed to extract emerging perceptions and experiences. The findings reveal a generally positive attitude towards the use of digital tools, with over 90% of participants affirming that digitalization enhances conceptual clarity and learning retention across subject areas. Faculty responses also indicate favorable perceptions of digital instruction in the learning process, although several challenges were noted, including insufficient IT support, lack of faculty training, and concerns about data security. Comparative analysis of academic results of last three years suggests that digitalization contributed to improved academic performance over time despite initial adaptation hurdles. The study concludes that digital classrooms, when effectively implemented, foster academic excellence, students’ engagement, and achieve desired learning outcomes. However, to ensure sustainability, institutions must address faculty readiness, infrastructure constraints, and the digital divide. The study contributes to the growing literature on educational technology in developing country contexts and offers recommendations for enhancing digital pedagogy at the undergraduate level across the country.