High dropout rates during the early years of study are one of the main challenges faced by the bachelor’s degree in Business Administration and Management in Spanish universities. Accordingly, this teaching innovation project primarily seeks to establish a Data Observatory for Educational Technology and Teaching Innovation (OETID), with the ultimate goal of designing innovative teaching activities that enhance academic achievement and reduce dropout rates. Based on a questionnaire administered through Microsoft Forms, the study explores intrinsic motivation, extrinsic motivation, and amotivation among a sample of 110 students from the University of Castilla-La Mancha (UCLM), enrolled across 12 first- and second-year subjects. Additionally, class attendance data were collected using the UCLM's Teaching Activity Registration Application and complemented with official grade records for each subject. The data analysis was conducted using Mplus 8.0 and IBM SPSS Statistics 29.0, employing descriptive statistics, bivariate correlation analyses, multivariate analyses, and factorial analyses to validate the scales used. This study provides empirical evidence on three key issues for the effective management of student motivation: (1) significant differences in satisfaction levels between newly enrolled students and those more familiar with the university environment; (2) higher levels of motivation in subjects that implement innovative teaching methods, including the use of emerging technologies, automated assessments through ICT, gamification, project-based learning, and virtual tutoring; and (3) better academic performance among students with higher class attendance, as recorded by digital tools. Consequently, this study proposes a series of practical and innovative pedagogical recommendations derived from the findings of the present study.