In an era marked by accelerated digital transformation, this article examines how the integration of educational technologies reconfigures university training practices. Grounded in the principles of mediology, it explores the role of technical and technological tools in shaping the transmission of knowledge within Moroccan higher education. Through a mixed-method study involving two questionnaires administered to 214 learners and 64 teacher-researchers, the research investigates how digital media influence pedagogical dynamics and mediate the relationship between content, form, and educational actors. The findings highlight a shift in perceptions and practices, showing that while digital tools are widely adopted, their integration remains uneven and context-dependent. Mediology offers a conceptual lens to understand these transformations by linking the materiality of media with their symbolic and cultural effects. Ultimately, this study underscores the importance of fostering a mediologically informed approach to educational design—one that aligns digital innovation with pedagogical coherence in an evolving university landscape.