SUSTAINABLE STUDY PRACTICES: ROLE OF DIGITAL LEARNING RESOURCES AMONG COLLEGE STUDENTS

Abstract

In the pursuit of sustainable education, digital learning resources have become critical in promoting environmentally conscious study practices among college students. This study investigates students’ usage patterns, perceptions, and challenges in adopting digital platforms such as e-books, online journals, learning management systems, and open-access repositories. Data collected from 300 students were analyzed using SPSS software, applying descriptive statistics, normality tests, and non-parametric methods. Findings revealed moderate to high levels of usage, with students valuing flexibility, time efficiency, and improved academic performance. The One-Sample Wilcoxon Signed Rank Test confirmed a statistically significant positive perception of sustainability (M = 1.88, SD = 0.851, p = 0.00), indicating that students recognize digital tools as environmentally, financially, and temporally sustainable. Benefits included self-paced learning (10.6%) and access to updated information (3.3%), while challenges such as poor internet connectivity (11.6%), distractions (8.6%), and health concerns (8.6%) were also highlighted. Demographic analysis showed a significant difference by academic stream, with commerce students more inclined towards digital adoption (p = 0.023), but no significant differences across age or level of study. Furthermore, Spearman’s rho correlation (ρ = 0.226, p < 0.01) indicated a weak yet significant positive relationship between frequency of usage and sustainability perception. Overall, the study emphasizes the role of digital learning in shaping eco-friendly educational practices while addressing barriers to maximize its impact.