This study examines the effect of an artificial intelligence (AI)-supported platform on student satisfaction, engagement, and academic performance in two STEM courses (Chemistry and Engineering Modeling) and a well-being course (Positive Leadership) at a Mexican university. Sync Magic® supports hybrid and face-to-face instruction by centralizing content, enabling multimedia interaction, and fostering collaboration. A case study methodology was used, combining student surveys (N = 94), final grades, and qualitative feedback. Quantitative results indicate high levels of satisfaction across courses, with students highlighting Sync’s usability, accessibility, and contribution to learning. The students in the Leadership course consistently reported the highest satisfaction scores and academic grades, significantly outperforming those in the Engineering course (p < .001, ε2 = 0.439). Kruskal-Wallis tests revealed statistically significant differences in instructional effectiveness, learning support, and perceived learning outcomes. Post hoc analysis confirmed that students in the Leadership course experienced greater benefits, particularly compared to those in the Chemistry course. Qualitative analysis of 72 open-ended responses showed that 79% of comments were positive, emphasizing Sync’s interactivity, ease of use, and effectiveness in supplementing in-person instruction. Finally, some feedback included suggestions for improvement, focusing on the speed of response and stability of the platform during times of high demand. Although these observations were less frequent, they pointed to areas where students perceived opportunities for improvement. These findings suggest that Sync Magic® effectively promotes active learning when integrated with course design and supported by instructor training. Platforms like Sync Magic show potential to enhance educational experiences in technology-supported university teaching environments.