Abstract

This study assesses the extent to which digital transformation applications are used in History learning and examines influencing factors related to schools, students, parents, and infrastructure, based on data from 1,728 high school students in Ca Mau Province. The findings provide evidence on how digital transformation applications are leveraged to support group work, research activities, and creative learning in History. On this basis, the study proposes recommendations to enhance the effectiveness of digital technology adoption, thereby improving the quality of History education in the context of ongoing educational innovation.

Keywords: Application exploitation, creativity, digital transformation, high school students, History subject