This paper discusses the use of digital platforms for knowledge construction and student satisfaction in higher education. Technology in this case is used to play an ever-greater role in the learning environment and, due to its level of integration, digital platforms are increasingly used to improve learning, making them essential means in facilitating higher quality learning experiences. The research develops an epistemological understanding of the role of students in interacting with and constructing knowledge through digital platforms based on satisfaction and intrinsic needs that they seek to fulfill. The study uses a mixed methodology to analyze quantitative as well as qualitative data, obtained through a survey of 503 students at various institutions. The results show that student satisfaction and cognitive engagement are significantly enhanced by the availability of e-books, podcasts, and web notes, among others. The paper underscores that such support is possible when there is genuine alignment between the digital tools and students’ epistemological needs for autonomy and engagement, factors that can come together to enhance learning as well as other academic and educational experiences. Based on the foregoing findings, the study prescribes that universities boost the interactivity and personalization of digital platforms, in order to position it to support effective academic and personal development with a keen focus on areas such as that of STEM.