This study analyzed the influence of educational technology use on university learning within the framework of digital transformation in higher education. A quantitative, non-experimental, cross-sectional, correlational-explanatory design was employed. The sample consisted of 480 undergraduate students from five academic areas. Data were collected through a structured questionnaire with Likert-type scales assessing educational technology use and university learning. The instrument showed high internal consistency (α = 0.93). Descriptive, correlational, comparative, and regression analyses were conducted. The findings revealed a positive and statistically significant relationship between educational technology use and university learning (r = 0.64, p < .01). Students with high levels of educational technology use reported significantly higher levels of learning than those with medium and low use, F(2,477) = 61.37, p < .001. Multiple linear regression showed that educational technology use was the strongest predictor of university learning (β = 0.548, p < .001), explaining 46.7% of the variance in the dependent variable. The pedagogical purpose of technology use and digital interaction showed stronger associations with learning than simple frequency of use. The results suggest that digital transformation contributes positively to university learning when technology is integrated with clear pedagogical purposes, active engagement, and meaningful academic interaction. The study concludes that educational technologies are not inherently transformative; their impact depends on how they are used, the quality of instructional design, and the institutional conditions that support digital learning.