Amidst the swift technological advancements post-COVID-19, architecture has embraced digital tools for online teaching, integrating Industry 4.0 elements to enhance education. This study assesses the impact of digitalized architectural curricula on student satisfaction and engagement. By comparing the perspectives of educators and students, it explores factors influencing satisfaction and engagement in these new curricula. The research evaluates alternative teaching methods, assessments, and their effectiveness in optimal education delivery. Additionally, it examines the perceptions of educators and students regarding digitalized curriculum effects on satisfaction and engagement. Employing a constructivist approach, the study uses the Technology Acceptance Model to measure the efficacy of digital tools in higher education. Survey questions assess students' perceptions of integrating digital tools' ease of use and usefulness. Analyzing these perceptions offers insights into factors influencing students' technology acceptance, impacting satisfaction and engagement. The Flow Theory ensures the alignment of digital tasks with students' skill levels. Findings deepen understanding of the intricate relationship between satisfaction, engagement, and digitalized curricula in architectural education. The study proposes practical strategies, such as involving students in selecting digital tools, providing comprehensive technology education and support, and fostering a technology-embracing learning environment.