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This work examines students' perceptions and engagement with face-to-face teaching and content-delivery methods and especially with technology-mediated, fully online courses in connection with the Pakistani higher education system. Nowadays, learning technologies are being integrated at unprecedented levels and it important to know their attitude to particular learning environment. To do this, the research seeks to establish the following hypothesis as true: There exists positive relationship between the educational environment and perceptions/interactions among the students. Scalable, the research utilizes 225 participants in regression analysis, correlation analysis and ANOVA to analyses the effect of educational settings on student engagement. Findings show that there is a highly significant positive relationship (r = O. 648, P=<0. 001) and reasonable amount of variance explained by the educational environment on students' perception (R² = O.420). Cronbach's Alpha High Coefficients of 0. 9941 for Educational Environment and 0. 9983 for Student Perceptions revealed that both the measurement tools used in obtaining results are reliable that enhances the validity of the findings. This study offers helpful recommendations for educational organizations in Pakistan to implement useful technological learning experiences alongside the conventional conventional form of face-to-face interactions to improve the students' engagement levels as well as their satisfaction indices. [ABSTRACT FROM AUTHOR]