Digital media technologies have become central to higher-education delivery, raising important questions about how online learning environments can support inclusion, equity, and sustainability under Sustainable Development Goal 4 (SDG 4). This study examines associations between recorded digital engagement and academic outcomes using the Open University Learning Analytics Dataset, which contains 32,593 enrolments from 28,785 learners across 22 course-presentations and 10,655,280 timestamped learner–VLE records. Descriptive statistics, Pearson correlation, and multivariable logistic regression were used to examine engagement–outcome associations and demographic inequities. Total VLE interactions were aggregated by learner-enrolment, transformed as , and standardised before modelling. Median interactions increased from 89 among withdrawn learners to 1896 among distinction learners, and log-engagement was positively correlated with success (r = 0.477). In the complete-case model (n = 31,482), a one-standard-deviation increase in log-engagement was associated with higher odds of success (OR = 27.074, 95 % CI [24.918, 29.415], p < 0.001) after adjustment for socioeconomic deprivation, gender, disability, age, prior education, previous attempts, and studied credits. Model discrimination was high (ROC-AUC = 0.891; accuracy = 81.0 %), although a sensitivity analysis excluding withdrawn enrolments produced a smaller association (OR = 7.036), indicating that withdrawal-related truncation explains part of the estimate. Success rates also varied from 35.2 % in the most deprived group to 57.5 % in the least deprived group and from 38.1 % among disabled learners to 48.2 % among non-disabled learners. Because the data are observational, institution-specific, and from 2013–2014, the results should be interpreted as historical associations rather than causal or universally contemporary effects. The findings support further prospective evaluation of learning-analytics systems, accessible course design, and equity-focused student support.

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