Digital learning platforms have revolutionized education globally, but their adoption in Afghanistan faces unique challenges. The research was conducted to examine the accessibility, utilization, and impact of digital learning platforms among university students in urban Afghanistan, identify barriers, and propose sustainable solutions. A quantitative approach was employed, with data collected from 300 participants from three universities, including Laghman, Nangarhar, and Said Jamaluddin Afghan in the east of Afghanistan, through a structured questionnaire. The data from the questionnaire were descriptively analyzed in the form of means, percentages, and standard deviations through tables and graphs in SPSS 24 Version. The findings highlight that, while personal device ownership is relatively high (86.24%), access to reliable internet remains a significant challenge (64.09%), limiting effective utilization of digital resources. Moderate engagement with digital platforms was observed, with frequent usage constrained by financial barriers, limited digital literacy, and infrastructural inadequacies. Digital platforms were found to positively impact academic performance, particularly in improving access to resources and fostering collaboration among students. However, cultural resistance, technical challenges, and insufficient institutional support hinder their full potential. Proposed solutions include expanding broadband infrastructure, providing financial aid for digital devices, enhancing digital literacy through targeted training programs, and promoting blended learning models that combine traditional and digital education. This study emphasizes the need for localized, sustainable strategies to bridge the digital divide and maximize the benefits of digital learning. It offers actionable insights for policymakers and educators to foster inclusive, effective, and sustainable digital education systems in urban Afghanistan.
Hamza Atifnigar (Tue,) studied this question.