Traditional engineering education often emphasizes theoretical rigor and in-class instruction, with limited attention to experiential and student-centered learning. This study introduces and evaluates a “Digital Technology-Enabled Flipped Classroom” model tailored for engineering disciplines, incorporating three core pedagogical innovations: virtual site visits, immersive virtual reality (VR) classrooms, and micro-module video content. These strategies aim to bridge theoretical learning with real-world applications and enhance students’ engagement and comprehension in complex topics such as thermal comfort modeling and sustainable building practices. Three case studies are presented: (1) a virtual site visit to a Zero Carbon Building; (2) a VR-based classroom simulating indoor environmental conditions to teach Fanger’s thermal comfort model; and (3) the implementation of flipped micro-modules in sustainable engineering practicum. Mixed-method evaluations were conducted, including pre- and post-learning tests, perception and mood surveys, and structural equation modeling (SEM) to assess acceptance, usability, and learning impact across undergraduate and postgraduate cohorts. Findings reveal that students perceived these digital pedagogies as effective in enhancing understanding, promoting motivation, and improving the learning experience. In particular, VR environments contributed to stronger knowledge retention and positive emotional engagement, while micro-modules provided flexibility and structure in self-paced learning. However, the results also highlight variability in acceptance based on prior exposure and discipline. This study provides empirical evidence and practical insights for educators and institutions seeking to modernize engineering curricula through digital innovation. It contributes to the growing discourse on blended and immersive learning, offering a scalable model for technology-enhanced teaching in higher education.