This study examines the attitudes of Pakistani higher education students towards compulsory digital and distance learning university courses amid the COVID-19 pandemic. The research surveyed 126 students, including 84 females and 42 males, with 64 undergraduates and 62 postgraduates. The findings reveal that online learning is ineffective in underdeveloped countries like Pakistan due to limited internet access, technical issues, and financial constraints. Students reported challenges such as lack of face-to-face interaction, slow response times, and absence of traditional classroom socialization. Additionally, students who access the internet via smartphones face limitations due to the unavailability of suitable content. The study highlights that online learning is not as effective as conventional learning, especially for students in rural and marginalized areas. Despite the need for online learning, the study suggests that educational institutions should improve their curriculum and use new instructional methods to enhance digital learning. The research also indicates that students generally prefer traditional classroom learning over online learning. The study concludes that online learning cannot produce desired results in underdeveloped countries like Pakistan due to technical and financial barriers. The study also notes that students face difficulties in group projects and assignments through distance education. The research emphasizes the need for better digital literacy training and improved online learning systems to ensure effective learning outcomes. The study has limitations, including a small sample size and non-random selection, which may affect the generalizability of the results. Future research should include faculty opinions and analyze the perspectives of lower-ranked universities with less access to digital technologies.This study examines the attitudes of Pakistani higher education students towards compulsory digital and distance learning university courses amid the COVID-19 pandemic. The research surveyed 126 students, including 84 females and 42 males, with 64 undergraduates and 62 postgraduates. The findings reveal that online learning is ineffective in underdeveloped countries like Pakistan due to limited internet access, technical issues, and financial constraints. Students reported challenges such as lack of face-to-face interaction, slow response times, and absence of traditional classroom socialization. Additionally, students who access the internet via smartphones face limitations due to the unavailability of suitable content. The study highlights that online learning is not as effective as conventional learning, especially for students in rural and marginalized areas. Despite the need for online learning, the study suggests that educational institutions should improve their curriculum and use new instructional methods to enhance digital learning. The research also indicates that students generally prefer traditional classroom learning over online learning. The study concludes that online learning cannot produce desired results in underdeveloped countries like Pakistan due to technical and financial barriers. The study also notes that students face difficulties in group projects and assignments through distance education. The research emphasizes the need for better digital literacy training and improved online learning systems to ensure effective learning outcomes. The study has limitations, including a small sample size and non-random selection, which may affect the generalizability of the results. Future research should include faculty opinions and analyze the perspectives of lower-ranked universities with less access to digital technologies.