The expansion of digital technologies has brought fundamental changes to teaching and learning practices in higher education, particularly in India where online and hybrid learning models have gained prominence in recent years. This qualitative study explores student engagement in online and hybrid learning environments by examining how learners interact with digital platforms, instructional practices, and institutional support systems. Drawing upon existing literature, policy initiatives, and contemporary practices in Indian higher education, the study conceptualizes student engagement across behavioral, cognitive, and emotional dimensions. The paper discusses how national digital initiatives, such as governmentsupported online platforms and institutionlevel hybrid models, have influenced student participation, motivation, and learning experiences. At the same time, it highlights persistent challenges including digital infrastructure limitations, unequal access to technology, reduced social interaction, and emotional disengagement among learners. By synthesizing insights from recent studies and practical examples from Indian universities, the paper underscores the importance of learner-centric pedagogy, interactive course design, and supportive learning environments in fostering meaningful engagement. The study contributes to a broader understanding of student engagement beyond measurable outcomes, emphasizing lived experiences and contextual realities. The findings offer valuable implications for educators, institutions, and policymakers seeking to strengthen engagement and enhance the quality of online and hybrid learning in India‟s diverse higher education landscape