Students’ Digital Competencies and Online Learning Experiences during the COVID-19 Pandemic: Evidence from Higher Education in Montenegro

Andrej Raspor, Jelena Lacmanović, Slavica Marković, Dijana Medenica Mitrovic

Abstract

Purpose: The purpose of this study was to examine students’ experiences of on­line learning during the COVID-19 pandemic in higher education in Montenegro, with a particular focus on digital competence, platform usage, self-perceived ef­fectiveness, disciplinary differences, and preferences for post-pandemic teaching for­mats. Methods: The study employed a quantitative research design based on an online survey administered to higher education students in Montenegro. Data were collected using a structured questionnaire grounded in an established methodological frame­work.

Descriptive statistics, Spearman’s rank correlation, McNemar tests, one-sample t-tests, and analysis of variance (ANOVA) were applied using IBM SPSS Statistics to test five research hypotheses related to students’ digital learning experiences. Results: The findings indicate that students’ prior experience with e-learning was positively associ­ated with satisfaction with online learning tools. Significant changes in platform usage were observed during the pandemic, marked by increased reliance on synchronous and institutionally supported platforms and reduced use of informal communication tools. Students reported a statistically significant positive level of self-perceived effectiveness in using e-learning tools, particularly in content preparation and platform operation. No significant differences in perceptions were found across fields of study.

Finally, stu­dents expressed a clear preference for face-to-face and laboratory-based learning in the post-pandemic period, while also valuing flexible digital learning components. Conclu­sions: The study demonstrates that emergency remote teaching acted as both a chal­lenge and a catalyst for the development of students’ digital competencies. While on­line learning supported the acquisition of functional digital skills, students expressed a strong preference for blended learning models that combine in-person instruction with digital flexibility. The findings highlight the importance of systematically integrating digital competence development into higher education curricula beyond crisis con­texts. Practical implications: Higher education institutions should invest in sustaina­ble blended learning models that leverage digital tools while preserving the pedagogical value of face-to-face interaction. Targeted support for developing advanced digital and evaluative skills, such as peer assessment, may further enhance students’ learning ex­periences. Social implications: By strengthening students’ digital competencies, higher education can contribute to more inclusive and resilient learning environments, better preparing students for participation in digitally mediated academic and professional contexts. Originality/value: This study provides one of the first empirical insights into students’ digital learning experiences during the COVID-19 pandemic in Montenegro, addressing a significant regional research gap. It contributes to the literature on digi­tal competence and emergency remote teaching by offering a student-centred perspec­tive from a previously under-researched context.

Keywords: digital competence; online learning; emergency remote teaching; higher education; students; COVID-19; Montenegro