Rapid technological advancement has reshaped higher education, particularly within Open Distance and e‑Learning (ODeL) environments. While ODeL expands access and flexibility, it also introduces persistent pedagogical challenges, especially in engineering education, where student engagement, effective assessment, and meaningful interaction are critical. This study explored the challenges of pedagogy in an ODeL context and examined how technology can be strategically integrated to enhance teaching and learning in engineering‑based modules. A qualitative case study approach was employed at a South African higher education institution. Data were gathered through document analysis, archival records, electronic surveys, and observation of student interaction with online learning resources. The pedagogical intervention followed an iterative implementation process informed by a modified Plan–Do–Check–Act framework, enabling continuous evaluation and refinement of learning materials and delivery strategies. The findings indicate that technology‑enhanced pedagogical practices improved learner engagement, supported differentiated learning, and strengthened assessment processes. Consistently, pass rates exceeding 80% were recorded across five consecutive assessment periods. The study demonstrates that purposeful integration of technology, grounded in sound pedagogical design and ongoing evaluation, can mitigate key challenges associated with ODeL. These findings contribute practical insights for improving engineering pedagogy and support the development of more responsive and effective distance learning environments.