This study explores the role of MOODLE, an open-source learning management system, in enhancing student engagement within blended learning environments in Sierra Leone's higher education institutions. Drawing on data from the University of Sierra Leone (IPAM), the University of Lunsar, and Milton Margai Technical University (MMTU), the research employs a mixed-methods approach combining surveys and in-depth interviews. Quantitative findings indicate high usage of MOODLE for accessing materials and assessments, but limited engagement with interactive features such as forums. Qualitative insights highlight how institutional context shapes digital engagement: IPAM students benefited from greater flexibility and inclusivity, while students at the University of Lunsar faced infrastructural and pedagogical barriers. Thematic analysis identifies key dimensions of engagement including self-paced learning, empowerment of shy students, and challenges linked to connectivity, content design, and instructor presence. The study concludes that while MOODLE has the potential to support active learning, its effectiveness depends on pedagogical integration, institutional capacity, and digital infrastructure. Recommendations include targeted training for staff, improved connectivity, and localized instructional design to promote deeper, more equitable student engagement.