In the context of digital transformation in higher education, learning activity management skills have become a core competency for students, particularly in practice-oriented disciplines such as Industrial Relations. This study aims to assess the current status of learning activity management skills among students majoring in Industrial Relations at the Trade Union University, while also analyzing influencing factors and proposing a system of solutions to enhance these skills in the context of digital transformation. The research findings indicate that students’ learning management skills are currently at an average to slightly above average level. A notable issue is the imbalance between guided in-class learning skills and self-management skills in digital learning environments. Students are relatively proficient in performing learning activities within structured settings such as traditional classrooms; however, they face considerable difficulties in planning, time management, self-assessment, and systematically exploiting learning technologies. Based on these findings, the study proposes a set of solutions, including raising awareness, training planning and time management skills, promoting active learning organization, effectively utilizing digital resources, and developing self-assessment competencies. These solutions aim to foster students’ autonomous learning capacity and lifelong learning skills in the context of digital transformation.