Abstract
This study explores the psychological adaptation of students within digital learning environments, focusing on cognitive, emotional, and behavioral dimensions. The rapid integration of digital technologies into education has significantly transformed traditional learning processes, requiring students to adjust to new modes of interaction, autonomy, and information processing. Using a mixed-methods approach, the research identifies key factors influencing adaptation, including digital literacy, self-regulation, and social presence. The findings indicate that successful adaptation is closely linked to institutional support, learner motivation, and technological accessibility. The study contributes to the growing body of research on digital pedagogy by offering practical implications for improving student well-being and academic performance in virtual settings.References
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