The transition to online learning has highlighted and amplified existing digital inequalities in higher education. While most educational activities transitioned to digital platforms, disparities in access to digital technologies have remained significant challenges. Recent research highlights that a significant portion of students still lack access to essential devices and reliable internet, particularly those from low-income backgrounds. Additionally, the digital divide extends to digital literacy, where limited skills hinder students’ ability to fully engage with online education. Moreover, rural and low-income students face disproportionate challenges in navigating digital learning environments. Despite these challenges, higher education institutions have adapted, but there remains a need for comprehensive strategies addressing both access and digital literacy to ensure equitable participation. This study explores whether socioeconomic and technological disparities created digital inequality among higher education students in Portugal, during the COVID-19 lockdown. Using a quantitative methodology, a survey was distributed to students at the Polytechnic of Porto, comparing two periods to assess the transition to online learning. The findings, based on 185 responses, suggest that, despite facing challenges, students found the shift relatively manageable and expressed comfort with online tools. This study also aligns with global trends, where rural and low-income students continue to face disproportionate challenges in accessing and navigating online learning environments. In conclusion, while Portuguese students did not report significant disruption during the transition, the broader issue of digital inequality remains persistent, requiring ongoing attention from institutions to ensure inclusive and equitable learning environments.