The study aims to determine how Information and Communication Technologies (ICT), virtual activities, and practical learning affect the digital education experience of students at a public business school in Mexico.

A quantitative approach was employed, utilizing descriptive and explanatory statistical methods. The research is non-experimental and cross-sectional, with data collected through a survey. The sample included 520 students, of which 491 surveys were valid. Simple random sampling was used, and the reliability and validity of the instrument were ensured.

The Pearson correlation analysis revealed that ICT, virtual activities, and practical learning have a significant impact on the digital education experience. Virtual activities showed the highest positive correlation with the digital education experience (β=0.711), followed by practical learning (β=0.241) and ICT (β=0.071). Multiple linear regression validated that these variables explain 64.4% of the variability in students' digital education experience.

The study's results support the hypothesis that ICT, virtual activities, and practical learning are determining factors in the digital education experience. It concludes that an adequate integration and management of these elements can significantly improve student satisfaction and performance in digital learning environments. The study suggests the need for pedagogical strategies that address students' perceptions and needs to maximize the educational potential of online courses.

Keywords: Technological resources, Practical learning, ICT, Digital education.