A comparative analysis of digital skills across various study forms and types of programs

This study focuses on students' digital readiness, perceptions, and attitudes toward e-learning. The findings show that perceptions and attitudes toward e-learning exhibit variations based on distinct groups of students, such as full-time versus part-time students, students enrolled in blended versus fully online programs, and students enrolled in faculty versus higher vocational school programs. We support the distinctions in digital abilities and readiness between students from the faculty and higher vocational school, as well as those from blended and online studies. Part-time students use or are more inclined to e-learning than full-time students. In contrast to students in online programs, participants in blended courses report a greater sense of digital readiness and proficiency. In contrast to the faculty, students at higher vocational schools have a greater propensity for utilising e-learning but feel less digitally literate. The findings indicate that students in fully online programs have a more favourable attitude toward e-learning compared to their counterparts in blended courses.