The rapid adoption of digital learning tools such as learning management systems (LMS), virtual platforms, and collaborative applications has transformed how university students learn, communicate, and engage with course content. While these tools are widely used at UNITAR International University, their specific impact on student engagement remains insufficiently understood. Guided by the Learning Management System theory, Social Constructivism Theory, and Operant Conditioning Theory, this study examines the relationship between three dimensions of digital learning tools flexibility and accessibility, collaboration and interaction, and real-time feedback and assessment and student engagement, conceptualised as cognitive, emotional, and behavioural involvement. A quantitative, correlational research design is proposed, using a structured questionnaire administered to a stratified random sample of 367 undergraduate students, determined using the Krejcie and Morgan (1970) table from a population of approximately 8,000 students. Data are to be analysed using descriptive statistics and correlation/regression analysis to test three hypotheses linking each dimension of digital learning tools to student engagement. The study addresses a contextual gap in the literature by providing empirical evidence specific to UNITAR, offering practical insights for educators, administrators, and policymakers seeking to strengthen student engagement through the effective use of digital learning tools in blended and online learning environments.
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