In the age of social media, digitisation, and instant access to limitless information, it is imperative to employ innovative teaching methods. Despite the traditional face-to-face learning medium employed by a multitude of tertiary institutions in South Africa, the importance of digital pedagogy within the lecture room cannot be negated. Integrating digital tools and innovative teaching strategies enhances learners’ experiences and ensures retention and application. This research study investigates the retrospective experiences of tertiary students who encountered innovative teaching methods via digital pedagogy in a face-to-face psychology course. Digital tools and innovative teaching methods may include but are not limited to web pages, apps, online games, collaborative learning, critical thinking, and feedback. This study unpacks the nuances of the various tools and teaching methods from the students’ perspectives. This study will contribute to knowledge in gauging strengths and weaknesses and analysing opportunities for potential transferability of innovative teaching methods. Additionally, this study adds value to the debate on the usefulness of digital teaching and learning. This study utilised a qualitative approach with an interpretive paradigm. An exploratory research design was implemented. Purposive sampling was employed to select eight participants for the study. Data was collected using semi-structured interviews, and thematic analysis was used to analyse the data. The study's findings indicated that a blended learning approach is useful in accommodating students’ different learning styles and individual preferences. Student motivation is incited using innovation in teaching, but not without traditional lecturer engagement and feedback, which is crucial for student success.