In recent decades, there has been a significant development of digital technologies that fundamentally impact all aspects of human activity, including education. Although traditionally perceived as a rigid environment, education must adapt and innovate to integrate these technological advancements. Digital technologies have the potential to enhance the efficiency of educational processes and provide students with innovative, interactive, and personalized forms of learning. It is crucial to analyze how these technologies can support the development of essential skills and knowledge that students need to succeed in a globalized and dynamically changing world.

Current educational systems face numerous challenges, which have been exacerbated by global events such as the COVID-19 pandemic, armed conflicts, and natural disasters. These events have highlighted the need for flexible and resilient educational systems. Digital technologies emerge as key tools for overcoming physical and geographical barriers, ensuring the continuity of education, and addressing the needs of diverse student populations. However, the implementation of these technologies also brings challenges, including the need for specialized teacher training, ensuring equal access to technology for all students, and maintaining high-quality education.

This study specifically focuses on the impact of digital self-assessment tools on students' academic performance in higher education. Digital self-assessment tools, such as online tests, self-assessment forms, and progress-tracking applications, can be used for various purposes and at different stages of the learning process. Online tests are commonly used during exam preparations to provide immediate feedback, while self-assessment forms are often part of regular weekly evaluations to reflect on individual progress. Progress-tracking applications are used throughout the semester to monitor long-term goals and achievements. These tools play a critical role in providing immediate feedback that is essential for personal, academic, and professional growth.

The research was conducted through a survey among 250 university students from diverse fields of study, including humanities, natural sciences, social sciences, and technical sciences, across different years of study (bachelor's and master's levels). The respondents predominantly fell within the age range of 20-24 years (51.6%), with a balanced representation of gender. The survey aimed to gain detailed insights into the frequency and manner of use of these self-assessment tools, identify their perceived benefits and address the challenges associated with their use.

Results indicate that the most frequently used tools are online tests and quizzes, utilized by 67.2% of respondents, primarily during exam preparation periods. Self-assessment forms are used by 15.2% of respondents as part of their regular study routine while progress-tracking applications are used by 34.4% to monitor their development over the semester. The findings highlight the importance of integrating digital self-assessment tools into the educational process to enhance learning outcomes, increase student engagement, and foster self-reflection and autonomy. Based on these findings, recommendations will be proposed for the more effective implementation of these tools in higher education.

Keywords: Higher Education, Educational Technology, Academic Performance, Student Learning, Self-Evaluation.