The study aimed to determine the impact of the digital platform "Moodle" on academic achievement among undergraduate students at the Faculty of Social Sciences in Tiaret, considering differences in semesters and specialties. The study relied on a descriptive survey method by tracking and surveying the PROGRES digital data base over a period of 6 years, three years before the pandemic and three years after, during the training of undergraduate students. Therefore, it included 1165 students, divided into 570 students from three years before the platform's implementation and 589 students from three years after the platform's adoption in teaching. After statistical data processing using the SPSS statistical package, the results revealed: There are statistically significant differences between the six semesters for undergraduate students at the Faculty of Social Sciences, University of Ibn Khaldoun - Tiaret, before and after the adoption of the Moodle platform in teaching. There was a slight improvement in the academic achievement of undergraduate students at the Faculty of Social Sciences, University of Ibn Khaldoun – Tiaret, after the adoption of digitalization through the Moodle platform. There are statistically significant differences in the academic achievement of undergraduate students (Semester 5 and Semester 6) at the Faculty of Social Sciences, University of Ibn Khaldoun - Tiaret, for the academic year 2021/2022, with differences in specialization, in favor of Clinical Psychology. There are statistically significant differences in the academic achievement of undergraduate students (Semester 5) at the Faculty of Social Sciences, University of Ibn Khaldoun - Tiaret, for the academic year 2018/2019, across specialties in both in favor of Clinical Psychology.

E-learning, Moodle platform, Academic achievement, Students of the Faculty of Social Sciences, Specialization.