Abstract This research examines the implications of new generation digital learning technologies for the transformation of skill formation and economic outcomes under a now-ubiquitous educational environment. It adds them to the background of establishing interdependencies of adaptive learning technologies (ALT), digital learning platforms (DLP), and learning design innovation (LDI) as contributory and crucial determinants outcome as economic impact (EI) with mediating role of skill acquisition (SA) and moderating role of socioeconomic status (SES). Convenience sampling method is used to conduct a self-questionnaire based survey on social media channels and subsequently applied structural equation modelling on the responses of 377 individuals. The study established that of ALT, DLP and LDI improved learning outcomes dramatically through experience as well as democratization. Results showcased the importance of innovative learning design in enhancing organizational performance and learning effectiveness. Indeed, DLP can be harnessed to strengthen learning in educational institutions pursuance of knowledge sharing, skill development and improving development in the economy. This research supports the understanding of the change dynamics of digital learning and inspires educational institutions and policymakers alike to adjust and survive against an increasingly digital educational landscape. The proposed model provides novel insights of how digital educational technologies and socioeconomic variables interplay to drive skill development and economic transformation in the digital age.
Pavithra et al. (Mon,) studied this question.