Background/purpose. Morocco's recent higher education reform, Pacte ESRI-2030, lays emphasis on digital skills, a major component of Power Skills, as a catalyst for student success. Pursuant to this, the current study aimed at assessing the effectiveness of a blended learning model in improving undergraduate students' digital literacy skills. Materials/methods. A quasi-experimental design was deployed to investigate the impact of a blended learning intervention on the digital skills of 15 S5 Educational Linguistics students. Participants were administered a pre-DSAT and a hybrid learning experience combining in-class instruction and an online SPOC. A post-DSAT was then allocated to measure learning outcomes. Results. The paired-sample t-test revealed a significant increase in DSAT scores (p = 0.035) from the pre-test (M = 206.67) to the post-test (M = 258.10), indicating improved digital skills. Cohen's d of 0.79 suggests a large effect size. Participants maintained high performance on the final exam, suggesting sustained learning. Conclusion. The blended learning model effectively improved the participants' digital literacy skills. These results contribute to the growing evidence supporting the efficacy of blended learning in developing key digital skills.