Knowledge Acquisition

Learning platforms play a vital role in shaping students’ academic achievement and critical thinking skills, particularly in highly demanding fields like nursing. Understanding how traditional and online learning platforms impact these competencies is essential for improving nursing education. This study assessed the perceived impact of traditional and online learning platforms on nursing students’ knowledge acquisition and critical thinking skills at the University of Benin. A descriptive cross-sectional survey design was adopted, utilizing a convenience sampling technique to select 245 nursing students across different academic levels. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 27.0, focusing on sociodemographic characteristics, perceived impacts, and platform-specific strengths and limitations. The study revealed a predominantly young and female student population, with 47.9% of respondents aged 21–25 years and females accounting for 88% of the participants. Traditional learning platforms were perceived by 75% of respondents as having a igh positive impact, enhancing understanding of concepts (mean = 3.5), promoting active participation (mean = 3.2), and supporting critical thinking through real-time feedback. Similarly, 78% of students reported a high positive impact from online learning platforms, citing flexibility, ease of access to diverse resources (mean = 3.1), and the ability to revisit recorded lectures (mean = 3.3) as major benefits. However, challenges such as poor internet connectivity (50% strongly agreed) and the need for higher self-discipline were noted. Both traditional and online platforms contribute significantly to students’ cognitive development, highlighting the importance of a blended learning approach. Educational institutions should enhance internet infrastructure, promote structured online learning strategies, and integrate critical thinking exercises across both platforms. Further research is recommended to explore the long-term academic and professional outcomes associated with blended learning environments.