Digital technologies are now embedded in engineering education, but little is known about the extent to which they save students time. This paper attempts to address this question. Using data from surveys of 112 engineering students at the University of Sharjah, the author attempts to understand the relationship between the integration of digital technologies into coursework, students’ perceptions of digital integration, and their engagement and satisfaction with digital learning, and the perceived amount of time required to complete academic tasks. A 5-point Likert-scale questionnaire was developed for engineering students at different academic levels and analysed with descriptive statistics, Pearson correlation, and three-stage multiple regression analysis. All variables predicted time reduction and engagement and satisfaction were the single largest predictors. The regression model explained 42% of the variance in time reduction and regardless of the variables, study duration decreased. The paper recommends the use of digital tools, along with engaged and satisfied learners, to effectively reduce study time. The paper concludes with recommendations for course design and teacher digital literacy, and institutional digital strategy in engineering education.