The expansion of digital education has significantly reshaped how students engage with learning, raising important questions about its impact on educational continuity. In Romania, where school dropout remains a persistent challenge, the role of digital infrastructure and access to technology has become increasingly relevant, especially in the context of the post-pandemic transition toward online and hybrid learning. To explore these dynamics, the analysis combines a case study of the Romanian educational system with a quantitative investigation based on a questionnaire applied to 147 university students. The data, processed using Microsoft Excel, provide insight into how students perceive digital learning environments and the factors that influence their academic engagement. The results point to a strong connection between the quality of digital infrastructure and students’ ability to remain actively involved in their studies. While improved access to technology can support flexibility and facilitate participation, the findings also reveal persistent disparities between socio-economic groups. In such contexts, insufficient access to digital resources may contribute to disengagement and increase the likelihood of dropout. These observations underline the need for a more coordinated approach to digital education, where technological investments are supported by pedagogical adaptation and targeted measures for vulnerable students. The Romanian case illustrates how digitalization can either support inclusion or reinforce existing inequalities, depending on how it is implemented.