["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nWithin the policy framework of the digital and ecological Twin Transition, higher education institutions are increasingly positioned as key actors in fostering inclusive and sustainable transformation. This exploratory, perception‐based study examines how university students and academic staff frame the role of digitally supported second‐language (L2) learning in the inclusion of migrants and refugees. Using an online questionnaire administered to 168 respondents, the study investigates perceptions of digital tools in relation to accessibility, personalization, participation and the public role of universities. The findings indicate a broadly positive orientation toward blended learning and e‐learning platforms, alongside significant concerns regarding teacher training, platform accessibility and the alignment of digital strategies with the needs of vulnerable learners. The article argues that universities can contribute to more inclusive educational environments, while also stressing that the present evidence concerns perceived potential rather than measured educational outcomes.\n"]