The COVID-19 pandemic has sharply raised the impetus in Jordanian institutions of higher education to adopt digital tools for learning, providing a much stronger wind of change in the shift to remote learning. Surging through this very backdrop, the paper would enquire into emotional intelligence vis-a-vis satisfaction of students towards the use of digital tools in learning in the context of social science students. Data will be sourced quantitatively through an online elicited response survey of 301 undergraduate students from both public and private universities. Measures will cover emotional intelligence, satisfaction of students on digital tools of instruction, and perception of online workload. The study finds that emotional intelligence emerges more strongly as the chief determining factor in the causation of the satisfaction of students with online learning tools. Students with higher emotional intelligence scores are associated with higher odds of agreeing positively to questions related to their tools of learning and lower odds of feeling overwhelmed by their online coursework. This research adds more to the increasing literature of emotional intelligence in education and highlights its relative importance in adaptation to the challenges of the digital learning environment. The findings indicated the significance of developing emotional intelligence in learners to improve their overall learning experiences, especially in the contemporary context of online learning in Jordan.