<![CDATA[Digital transformation has reshaped higher education, but its effectiveness still depends on students’ ability to understand and adapt to change, making it essential to examine their perceptions and adaptation strategies in online learning. This study employed a qualitative descriptive approach using Max Weber’s Theory of Social Action as the analytical framework. The participants consisted of five students who actively used digital learning platforms. Data were collected through in-depth interviews, observations, and document analysis using interview guidelines and observation sheets. Data were analyzed using the interactive model of Miles and Huberman (1994), including data reduction, data presentation, and conclusion drawing. The results show that students perceive digital platforms as flexible, accessible, efficient, and interactive learning tools despite challenges related to internet access, data costs, digital fatigue, and AI dependence; they address these through self-directed learning, peer discussion, and selective technology use, which, from Max Weber’s social action perspective, reflects subjective meanings attached to learning benefits, constraints, and needs. The study concludes that effective online learning depends on pedagogical quality, digital literacy, social interaction,and the appropriate use of technology. These findings highlight the importance of developing student-centered online learning in higher education.]]>
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