Abstract:

The digital transformation of society and the economy is fundamentally linked to the evolution of educational methodologies. However, the recent emergence of Generative Artificial Intelligence makes it difficult to objectively assess the inherent effectiveness of digital learning platforms, as external technological assistance may influence student performance. This paper presents a multi-year comparative study of student achievement in the "History of Economic Theories" course, based on a sample of 322 students between 2018 and 2021.

The research compares two groups: students in a traditional face-to-face setting and those in a fully distance learning environment during the pandemic. As the data predates the widespread accessibility of Artificial Intelligence tools, this study provides a unique baseline for evaluating online instruction. The analysis of results from identical knowledge assessments indicates that the transition to a digital format did not result in a decline in the monitored academic outcomes. These findings suggest that the digital transformation of education has the potential to sustain learning standards at a level comparable to traditional methods. These conclusions contribute to the ongoing validation of digital educational strategies within the framework of the digital economy, where digital learning is becoming an integral part of the higher education system.

Keywords:

Digital Transformation, Distance Learning, Face-to-Face Learning, Digital Economy, History of Economic Thought, Artificial Intelligence.