Effective emotion regulation is essential for successful learning experiences in higher education. However, limited research has examined how university students manage their emotions in online learning settings. In particular, the role of digital technologies in supporting online students’ emotion regulation remains largely underexplored. This paper addresses this gap by investigating how undergraduate students use digital technologies to regulate their emotions when studying online. Data was gathered from survey responses of 92 undergraduate students in the Science, Technology, Engineering, and Mathematics faculty at The Open University UK. Specifically, three survey questions explored the frequency of digital technology use for emotion regulation, the specific tools employed, and examples of how these technologies support emotion regulation during online study. Findings indicate that many students use digital technologies to manage their emotions while studying online. A diverse range of technologies are utilised, including music and video streaming platforms, online games, meditation apps, and social media. This paper provides an initial exploration of digital emotion regulation among online learners, offering valuable insights for educators and learning designers aiming to create more emotionally supportive online learning environments.