Commuter students constitute 40% of full time undergraduates in Ireland, yet their learning needs, particularly regarding digital access and participation, remain under examined. This study adapts the UK Whole Provider Approach (Thomas, 2024) to investigate how commuting shapes student engagement, digital learning access, and academic outcomes within the Irish technological higher education sector. Using two online sector wide focus groups with students and staff (n = 33), student led jury reflections, and a review of all seven institutional websites, the research explores how commuter students are positioned and supported. Findings show that long, costly commutes reduce students’ study time and limit their ability to attend early, late, or on campus sessions, increasing a reliance on digital and hybrid learning modes. However, institutional policies and timetabling practices often fail to provide predictable, accessible digital or hybrid learning options. Students reported that inconsistent blended delivery, limited online supports, and the scheduling of key academic and social activities outside commuting windows inhibited equitable participation. A sectoral website review further revealed assumptions that students live near the campus and there is minimal recognition of commuter specific digital or engagement needs. The study highlights the need for sector wide definitions of commuter students, inclusive policy design, and data driven decision making to enhance access to digital learning. Recommended actions include commuter sensitive timetabling, default integration of blended/hybrid delivery, increased online and daytime events, and targeted financial and academic supports. Creating digitally inclusive and commuter compassionate environments requires leadership at national and institutional levels. Findings inform ongoing work to embed these recommendations across the Irish higher education sector. For further information view https://ATU.ie/CommuterStudentProject References: • Thomas, L. (2025) Commuter students: A student-centred, whole provider approach to improve student experiences and outcomes in technological higher education in Ireland. Final Report. Dublin: Technological Universities Association (TUA). • Thomas,