This chapter explores digital learning ecosystems in higher education, analyzing their intersection with pedagogical innovation from teaching perspectives. Based on a qualitative study with 12 graduates of a microcredential in technology-mediated education, the text highlights the compatibility of these ecosystems with various disciplines, emphasizing advantages such as flexibility, personalization and access to diverse resources. Participants reported experiences with hybrid models (such as flipped classroom) and digital tools (platforms, AI, virtual reality), which promote interactivity and student autonomy. However, limiting factors were identified such as: technological limitations (inadequate infrastructure), pedagogical (resistance to change) and organizational (teaching overload). The results highlight that technologies only become transformative when integrated into intentional pedagogical strategies, mediated by trained teachers and aligned with specific contexts. The analysis reinforces the need for balance between innovation and humanization, preserving the relational dimension of teaching. It is concluded that the effectiveness of digital ecosystems depends on investments in teacher training, infrastructure and public policies, in addition to a holistic approach that harmonizes “biotic” (learning communities) and “abiotic” (technologies) factors. The chapter suggests ways to rethink educational practices, highlighting the potential of digital ecosystems to promote active, inclusive and sustainable learning, as long as systemic barriers are overcome.