Аннотация
The objective of this study is to investigate the impact of learning formats (online and offline) and temporal parameters on students’ academic achievements and their human capital amid societal digitalization. An experimental approach and quasi-experimental methods were employed, including pre- and post-testing to assess outcomes. Pre- and post-testing were carried out to assess the outcomes. The conducted analysis revealed statistically significant influences of the learning format (F(1, 140) = 10.23, p < 0.01), time (F(1, 140) = 20.45, p < 0.001), and their interaction (F(1, 140) = 8.12, p < 0.05) on academic achievement scores. Statistically significant differences among various learning formats suggest that the human potential of students may be more effectively realized in specific educational environments. These findings underscore that both methods of instruction led to noticeable improvements in student knowledge. Thus, it can be concluded that the teaching had a positive impact on educational indicators in both groups. Importantly, the level of improvement in the experimental group is statistically higher, indicating the potential effectiveness of digital technologies in the field of education. The practical significance of this study lies in providing data on the impact of innovative and traditional education on academic achievements and the human potential of students, contributing to the field of educational research. The scientific value is evident in identifying the statistically significant influence of learning format, time, and their interaction on academic achievements. These results can be utilized in the development of educational strategies and policies, taking into account the effectiveness of various formats.