This paper aims to assess the relationship that exist between digital revolution and learning outcomes in higher education. Two research questions and hypotheses guided the study. The study used the survey research design and was conducted in the University of Bamenda in 2023/2024 academic year. A sample of 90 first cycle students of social science (out of a total population of 120) in Higher Teacher Training College were selected using simple random sampling techniques. Data for the study was collected through questionnaire and the reliability coefficient obtained was .914. The data was analyzed using Chi square test of independence and Cramer’s V was used to get the size effect. The findings indicated that, the p-value (for the use of digital communication, collaboration, learning and management platform) was less than alpha value of 0.05. Cramer’s V (for the use of digital communication, collaboration, learning and management platform) was 0.26, indicating a medium association. Moreover, the results revealed that p-value (for the use of problem-based, project-based and game-based learning) was less than alpha value of 0.05. Cramer’s V for the use of problem-based and project-based learning was 0.29 and 0.31, indicating a large association. Cramer’s V for the use of game-based and video-based learning was 0.25 and 0.22, indicating a medium association. On the basis of the above findings, it was recommended that developmental seminars should be organized to equip both teacher and students with competences necessary to solve the challenges of digital revolution.

Digital revolution, higher education, digital technologies, learning outcomes