In an academic context marked by the gradual integration of digital tools, learning practices are evolving and influencing how students manage their emotions, interactions, and academic engagement. This research aims to examine the extent to which exposure to digital tools, including online learning platforms, generative artificial intelligence technologies, and extended reality environments, influences emotional competencies and how these tools contribute to the educational success of Moroccan students in higher education pursuing degrees in the humanities and social sciences. The study is grounded in a quantitative conceptual framework focused on analyzing the links between emotional intelligence (EI), digital practices, and educational success. It seeks to highlight the relationships between these elements by examining their contribution to academic performance. The methodological approach is based on a questionnaire administered to students. The data collected make it possible to assess students’ perceptions of digital practices, their emotional competencies, and their level of engagement. Analysis of the data reveals that EI does not have a direct effect on academic performance but acts as a functional mediator by facilitating the learner’s meaningful adaptation in technology-mediated learning contexts. These results attest to the central role that emotional intelligence plays in the relationship between digital practices and educational success, and call for a rethinking of its integration as a lever for optimizing educational success in social sciences and humanities programs.