<p>This research investigates how tertiary students’ views on social networks for learning purposes relate to their emotional reactions and their level of academic involvement in technology-supported learning environments. A total of 890 Iranian EFL (English as a Foreign Language) students from five provinces (Esfahan, Tehran, Markazi, Shiraz, Khorasan Razavi, and Tabriz) were invited to participate, yielding 521 valid responses. Three instruments were employed: a Social Media Usage and Perceptions Questionnaire, an Academic Engagement Questionnaire, and a Learners’ Emotion Questionnaire. The SEM analysis was performed using SPSS version 27 and AMOS version 24; incorporated various techniques, including correlation, regression, and factor analysis. The findings indicate a positive relationship between students’ favorable perceptions of social networks and their positive emotions, which significantly contribute to higher academic engagement in tech-enhanced learning environments. Conversely, the study found that negative perceptions of social networks are associated with negative emotions, which diminish students’ academic engagement. These results highlight the dual role of social networks in shaping both emotional experiences and learning outcomes in modern educational settings.</p>