This study examined the relationship and predictive effect of digital learning engagement and student engagement on knowledge retention among first-year nursing students in a higher education institution in Pangasinan during the academic year 2025–2026. A quantitative descriptive-correlational research design was employed. Data were collected through a validated structured questionnaire covering digital learning engagement, student engagement (behavioral, emotional, and cognitive), and knowledge retention (theoretical and practical). Statistical analyses included mean, standard deviation, Pearson’s r, and linear regression. Results revealed that digital learning engagement was high (M = 3.56), particularly in learning content and assessment, while student engagement was moderate (M = 3.37), with cognitive engagement scoring highest. Knowledge retention levels were also high, indicating that students were able to recall and apply learned concepts effectively. Correlation analysis showed a significant positive relationship between digital learning engagement and knowledge retention, as well as between student engagement and retention (p < 0.05). Regression analysis further confirmed that digital learning engagement significantly predicts knowledge retention. These findings suggest that well-structured digital platforms, interactive learning activities, and meaningful assessments enhance students’ cognitive processing and retention. However, variability in emotional and behavioral engagement highlights the need for improved motivation and participation strategies. The study concludes that optimizing digital engagement is essential for improving learning outcomes in nursing education. An Outcome-Based Education (OBE) enhancement program is recommended to strengthen engagement, digital competence, and retention. Future research may explore additional variables and adopt mixed methods to provide deeper insights into digital learning effectiveness.
TEODORO NUEVO (Sun,) studied this question.