This study examines the implementation of two AI and digital learning tools—Vitafluence, a personalised AI feedback system, and Labster, a virtual laboratory simulation platform—within engineering education to enhance student learning, engagement, and assessment practices. Building on insights from the publication Exploring the Feasibility of Integrating Personalised AI in Project Work and Its Impact on Student Learning and Staff Load, we evaluate how Vitafluence supports formative feedback by providing tailored, real‑time guidance during project development. Findings highlight its potential to reduce staff marking load while enabling students to iteratively refine their work with greater autonomy and confidence. Complementarily, informed by the publication Investigating the Usage of Labster and Its Future Implications for Industry and Academia, the integration of Labster is explored as a means of strengthening conceptual understanding and exposing students to industry‑aligned laboratory practices through immersive simulations. Together, the tools were implemented across select engineering modules, with early evidence indicating improved student preparedness, greater consistency in feedback, and enhanced perceptions of learning relevance. The study further considers staff experiences, challenges related to adoption, and implications for institutional AI policy. These insights form the basis for future research on scaling AI‑enhanced tools to support inclusive, authentic, and industry‑responsive engineering education.