Abstract:
This research aimed to determine the impact of digital learning tools on the cognitive and social
development of primary education students in Pakistan, focusing on a sample of 320 students
collected through multi-stage sampling, from different private schools in Islamabad and Rawalpindi.
The study presents a comparison between two categories of private schools; well established private
schools that are actively utilizing digital learning tools, and those with limited access to digital
learning tools. The results show a positive correlation between the accessibility and adequate use of
digital learning tools and higher cognitive skills, including critical thinking, memory retention,
decision-making, problem-solving, and social skills such as teamwork, social interaction, and
collaborative learning. The research highlights the advantages of digital learning tools in
transforming traditional learning environments into meaningful, interactive and engaging learning
settings, which are consistent with social constructivist principles. However, it also recognizes the
potential negative effects such as excessive screen time and shorter attention spans in early learners.
Moreover, the study emphasizes the lack of access to quality education in public schools of Pakistan,
with public schools in Rawalpindi facing issues due to limited resources and infrastructure, while
the ongoing ‘smart schools’ project by Federal Government in Islamabad reveals the feasibility of
incorporating digital learning models in public schools. The thesis concludes with policy
recommendations focused at upgrading digital infrastructure, providing training and professional
development programs for educators, balancing digital and hands-on activities, and nurturing
collaborative partnerships between public and private sectors. These initiatives intend to improve
the quality of education and enhance learning outcomes in Pakistan’s educational landscape.
