<![CDATA[The growing reliance on digital learning in higher education has exposed a critical challenge: expanding technology use does not necessarily translate into meaningful learner engagement, inclusive participation, or sustainable learning practices. Accordingly, this study examines how digital pedagogy, inclusive digital access, and institutional support interact to shape technology-enabled learning in Islamic higher education. A qualitative instrumental case study involved nineteen institutional leaders, lecturers, and students. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and institutional document analysis, and analysed using open, axial, and selective coding. The findings reveal three interconnected dimensions. First, interactive digital pedagogy enhanced learner engagement through collaborative learning, reflective questioning, and continuous feedback. Second, equitable digital access supported inclusive participation through stable internet connectivity, digital literacy, and accessible learning platforms, reducing barriers to discussion, collaboration, and assignment completion. Third, institutional support strengthened digital learning sustainability through standardised Learning Management System (LMS) procedures for course management, learning documentation, assessment, and academic continuity. Overall, meaningful digital transformation depends on the interaction of pedagogical practices, equitable digital access, and institutional governance, not technology adoption alone. The study provides empirical evidence and practical implications for strengthening digital pedagogy, improving accessibility, and developing institutional policies for sustainable digital learning]]>
