This study investigates how digital tools influence upper secondary students' understanding of business economics concepts and theories, as well as the challenges teachers and students encounter when implementing such tools in education. The study is grounded in a subject didactic framework and draws on three theoretical perspectives: constructivist learning theory, experiential learning theory, and the Technology Acceptance Model (TAM). A quantitative research approach was applied through surveys directed at both students and teachers within the JENSEN Gymnasium organization. The results indicate that digital tools, such as accounting software and simulations, significantly enhance students’ conceptual understanding and increase classroom interactivity. Students report that these tools help them connect theoretical models with practical examples, thereby supporting a more experiential form of learning. However, the study also identifies substantial challenges, including technical difficulties, cognitive overload, and insufficient pedagogical integration. Teachers express a need for more time, training, and technical support to implement digital tools effectively. The study highlights the importance of a well-considered didactic strategy to ensure that digital tools contribute meaningfully to learning in business economics.