This study examines the relationship between the habits of young adults in the use of information technologies and the cognitive processes involved in learning. It was found that information technologies have become an irreplaceable part of modern education, offering vast opportunities to access information and resources, thus promoting the learning of young adults. A large research phase was held to qualitatively analyze the impact of expert interviews on information technology usage habits on young adults' cognitive processes and to investigate the changes it can create in the learning process. Data was collected using semi-structured interviews withopen-ended questions. At the end of the research stage, it was found that using information technology in the learning process has positive and negative consequences, as it has changed the way knowledge is acquired and has made information accessible; however, the use of technology creates an illusion that a person is able to multitask. Learning with the help of information technology reduces the visual perception field; moreover, under its influence, a different attitude towards time and the pace of life arises, creating a feeling of lacking time. Various cognitive, emotional, and social disorders intensify; directly affecting young adults' well-being. This study highlights the importance of the interaction of information technology usage habits and cognitive processes in the learning of young adults.