<![CDATA[The COVID-19 epidemic transformed education, prompting a rise in the adoption of Web 2.0 tools in Dhaka's colleges to improve digital literacy, teacher-student connection, and student engagement. A quantitative approach was used, with 200 students from five institutions in Dhaka city receiving structured questionnaires. The learning engagement is the outcome variable in this study, and the predictor factors are academic year, gender (1=male, 2=female), web 2.0 usage (1=yes, 0=no), and web 2.0 tools literacy. The influence of learning engagement was assessed using SPSS and Microsoft Excel, which included regression analysis, t-tests, ANOVA, and descriptive statistics. Findings showed that 78% of students said they were more involved, and 85% said that Google Docs and Padlet had helped them collaborate better. However, issues including inadequate teacher preparation (50%) and restricted access to technology (48%), as well as distractions (56%), were noted. According to regression analysis, digital literacy and Web 2.0 usage were significant predictors of learner engagement (R2 = 0.74). By concentrating on a developing nation, this study offers insights into the acceptance and obstacles of Web 2.0 tools in environments with limited resources, which makes it novel. The study concludes that although Web 2.0 technologies improve educational opportunities, their full potential requires filling infrastructural deficiencies, educating teachers, and encouraging digital literacy. These findings provide valuable suggestions for educators and policymakers and add to the conversation on technology-integrated education.]]>
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