<p>In the current digital environment, students often struggle to maintain motivation and focus due to continuous information flow and technology-related distractions. This study examined learning preferences and digitally supported engagement strategies, defined as teaching practices that use digital tools to support student participation (e.g., structured content delivery, end-of-lecture polls, teamwork tools, gamified materials, informal digital interaction, social media use, AI-supported activities, and peer help). The investigation addressed three aspects: (a) whether computer science students differ in their motivation to participate in lectures, (b) which features are preferred in lectures and lecturers, and (c) how peer-to-peer learning models with digital elements are perceived. Second-year computer science students at Kaunas University of Technology completed three surveys over one semester (<i>n</i> = 106). Responses on the eight digitally supported strategies were analyzed using K-means clustering, resulting in two motivational profiles. One cluster preferred interactive and socially supported strategies, while the other preferred structure and clarity and rated most social-digital strategies lower. Across both clusters, structured information and end-of-lecture questionnaires/polls were rated similarly, suggesting these strategies are broadly acceptable. Lecturer clarity, feedback, and subject expertise were consistently valued. Overall, the findings suggest that one teaching approach will not suit all computer science students. Combining clear structure and feedback with optional interactive digital activities may better match different motivational profiles.</p>