The paper is about, the socio-economic experience of relatively ‘new coming’ students in the digitalized institutional process, and, from a theoretical aspect to understand the influence of different controlling practices of facilitators, (here domestic and institutional), of digital use from the contradictory understanding of self-improvement perspective. The hypothesis of the study is, the cultural and institutional construction of ‘individual drives’ are associated in a ‘good’ and ‘bad’ dichotomy, overshadowing the ‘potential use of digital devices’. The paper aims to understand the patterned cultural subjectivity (here influential factors are residence, gender, and economy) of digital devices, students’ participation in the formal prescription of digitalization, and in relation to both, the practice pattern (formative control) of students on becoming ‘digitalize’. Following the approach of the ideology theory of Karl Marx, Eagleton’s (1991, 2007), and Achille Mbembe’s (1992, 2006) stand on the characterization of the post-colonial “chaotic plurality”, has found constructive gridlines. The mixed method approach explains that the contested understanding induces by, institutional digitalization steps which include mostly physical facilities and cultural common legitimacy of digital use in restricted browsing which is related to the study and social media. In relation to this two-fold understanding of to be digital, the distance of self from the formative control of object (system) by the students, has been examined here.
