The study’s primary objective was to understand the mediating effect of the interaction of digital technologies on the attitude towards collaborative learning in managing personal learning environments, with copyright and licences, programming, and environment protection as predictor variables. The research was conducted with 292 university students from a university in Peru. The methodology used is quantitative, with a non-experimental, cross-sectional design. We did both exploratory and confirmatory factor analysis and used variance-based structural equation modelling (PLS-SEM) to build a structural model with latent variables. The results demonstrate that the interaction with digital technologies is a relevant mediator in the relationship between certain variables and the attitude towards collaborative learning in personal learning environments (PLE). The statistical significance of the mediating effects of interaction through digital technologies in the relationships between copyright and licences, environmental protection, the integration and reworking of digital content, and the attitude towards collaborative learning highlights the importance of digital tools and platforms in higher education.