The focus of this piece is on investigating how students' use of ICT affects their performance in higher education. The influence of Investments upon student attainment is still unclear, according to economic studies. Our paper aims to do just that by summarising the primary results of a literature and offering two theories that work together. In the first group of hypotheses, ICT is assumed to have a secondary effect on more conventional proxies for causality. ICT may influence the determinants of a child's performance, which include the child's qualities, the school's environment, and the teachers' personalities. This suggests that the varying effects of ICT on more conventional parameters are mostly responsible for the observed gaps in student achievement. Second, it is assumed that introducing ICTs into educational environments will necessitate some adjustment of existing systems. Even if investments in and adoption of ICT are on the rise across the European Union, complementary organisational concepts are being adopted at a far slower clip and with much more variation between institutions. That may be the cause of the varying levels of academic success among students. The unexpected shift to emergency virtual learning in during COVID-19 epidemic presented many obstacles for students, but it also gives the chance to investigate these issues. During the closing of Higher Education Institutions, this research study examines the relationships between the contextual challenges of disaster remote learning and future choice for e-learning, as well as the relative influence of academic achievement on potential choice for e-learning of undergraduates.

student performance, organizational change, ICTuser, higher education institutions